Journal articles: 'Mental state language'

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Mcquaid, Nancy, Ann E. Bigelow, Jessica McLaughlin, and Kim MacLean. "Maternal Mental State Language and Preschool Children's Attachment Security: Relation to Children's Mental State Language and Expressions of Emotional Understanding." Social Development 17, no. 1 (December 7, 2007): 61–83. http://dx.doi.org/10.1111/j.1467-9507.2007.00415.x.

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Husar, Malvina. "THE STATE OF DEPRESSION AND OUR LANGUAGE." InterConf, no. 16(121) (August 20, 2022): 153–58. http://dx.doi.org/10.51582/interconf.19-20.08.2022.015.

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This article investigates the connection between the mental state and the speech product analysing the lexical material of poems by Lesia Ukrainka through the matrix of linguistic markers for depression. It demonstrates how the frequency of this or that word-trigger usage indicates the main mental problems of the person.

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Becker Razuri, Erin, Amanda R. Hiles Howard, Karyn B. Purvis, and David R. Cross. "MENTAL STATE LANGUAGE DEVELOPMENT: THE LONGITUDINAL ROLES OF ATTACHMENT AND MATERNAL LANGUAGE." Infant Mental Health Journal 38, no. 3 (May 2017): 329–42. http://dx.doi.org/10.1002/imhj.21638.

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Harris, Paul L., Marc de Rosnay, and Francisco Pons. "Language and Children's Understanding of Mental States." Current Directions in Psychological Science 14, no. 2 (April 2005): 69–73. http://dx.doi.org/10.1111/j.0963-7214.2005.00337.x.

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Children progress through various landmarks in their understanding of mind and emotion. They eventually understand that people's actions, utterances, and emotions are determined by their beliefs. Although these insights emerge in all normal children, individual children vary in their rates of progress. Four lines of research indicate that language and conversation play a role in individual development: (a) Children with advanced language skills are better at mental-state understanding than those without advanced language skills, (b) deaf children born into nonsigning families lag in mental-state understanding, and (c) exposure to maternal conversation rich in references to mental states promotes mental-state understanding, as do (d) experimental language-based interventions. Debate centers on the mechanism by which language and conversation help children's understanding of mental states. Three competing interpretations are evaluated here: lexical enrichment (the child gains from acquiring a rich mental-state vocabulary), syntactic enrichment (the child gains from acquiring syntactic tools for embedding one thought in another), and pragmatic enrichment (the child gains from conversations in which varying perspectives on a given topic are articulated). Pragmatic enrichment emerges as the most promising candidate.

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Taumoepeau, Mele, and Ted Ruffman. "Self-awareness moderates the relation between maternal mental state language about desires and children’s mental state vocabulary." Journal of Experimental Child Psychology 144 (April 2016): 114–29. http://dx.doi.org/10.1016/j.jecp.2015.11.012.

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Channell, Marie Moore, Linnea E. Sandstrom, and Danielle Harvey. "Mental State Language Development in Children With Down Syndrome Versus Typical Development." American Journal on Intellectual and Developmental Disabilities 127, no. 6 (October 27, 2022): 495–510. http://dx.doi.org/10.1352/1944-7558-127.6.495.

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Abstract This study compared mental state language (talk about emotions, thoughts, intentions, etc.) used by 6- to 11-year-old children with Down syndrome (DS) to a younger typically developing (TD) comparison group matched by nonverbal cognition. We aimed to determine (1) whether mental state language use is delayed in DS relative to developmental expectations, and (2) if there are differences between groups in the association between mental state language and developmental factors (emotion knowledge, expressive language). Rate of mental state language use was significantly lower in the group with DS, but the number of different mental state terms was not significantly different. Nuanced patterns of similarity and difference emerged between groups regarding the association between mental state language and other developmental factors.

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Cheng, Michelle, Peipei Setoh, Marc H. Bornstein, and Gianluca Esposito. "She Thinks in English, But She Wants in Mandarin: Differences in Singaporean Bilingual English–Mandarin Maternal Mental-State-Talk." Behavioral Sciences 10, no. 7 (June 27, 2020): 106. http://dx.doi.org/10.3390/bs10070106.

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Chinese-speaking parents are believed to use less cognitive mental-state-talk than their English-speaking counterparts on account of their cultural goals in socializing their children to follow an interdependence script. Here, we investigated bilingual English–Mandarin Singaporean mothers who associate different functions for each language as prescribed by their government: English for school and Mandarin for in-group contexts. English and Mandarin maternal mental-state-talk from bilingual English–Mandarin mothers with their toddlers was examined. Mothers produced more ‘’cognitive’’ terms in English than in Mandarin and more ‘’desire’’ terms in Mandarin than in English. We show that mental-state-talk differs between bilingual parents’ languages, suggesting that mothers adjust their mental-state-talk to reflect the functions of each language.

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Channell, Marie Moore. "Cross-Sectional Trajectories of Mental State Language Development in Children With Down Syndrome." American Journal of Speech-Language Pathology 29, no. 2 (May 8, 2020): 760–75. http://dx.doi.org/10.1044/2020_ajslp-19-00035.

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Purpose This article (a) examined the cross-sectional trajectories of mental state language use in children with Down syndrome (DS) and (b) identified developmental factors associated with its use. Method Forty children with DS aged 6–11 years generated stories from a wordless picture book and completed an assessment battery of other linguistic, cognitive, and social–emotional skills. Their narratives were coded for mental state language density (the proportion of utterances containing mental state references) and diversity (the number of different mental state terms used). Results The emergence of mental state language use during narrative storytelling was observed across the sample; 0%–24% of children's utterances included references to mental states, and a variety of mental state terms were produced. Cross-sectional developmental trajectory analysis revealed that expressive vocabulary and morphosyntax were significantly related to increased mental state language density and diversity. Nonverbal emotion knowledge was significantly related to greater diversity of mental state terms used. Age and nonverbal cognition were not significant factors. Conclusions This first in-depth, within-syndrome characterization of mental state language use by school-age children with DS provides an important next step for understanding mental state and narrative development in this population. By identifying skills associated with the development of mental state language, this study provides an avenue for future longitudinal research to determine causal relationships, ultimately informing intervention efforts.

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Hernandez Cruz, Joseph L. "Mindreading: Mental State Ascription and Cognitive Architecture." Mind and Language 13, no. 3 (September 1998): 323–40. http://dx.doi.org/10.1111/1468-0017.00079.

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Rudek, David J., and Catherine A. Haden. "Mothers' and Preschoolers' Mental State Language During Reminiscing Over Time." Merrill-Palmer Quarterly 51, no. 4 (2005): 523–49. http://dx.doi.org/10.1353/mpq.2005.0026.

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Kristen, Susanne, Beate Sodian, Claudia Thoermer, and Hannah Perst. "Infants' joint attention skills predict toddlers' emerging mental state language." Developmental Psychology 47, no. 5 (2011): 1207–19. http://dx.doi.org/10.1037/a0024808.

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Zinchenko, Y., L. Shaigerova, A. Dolgikh, O. Almazova, and R. Shilko. "Native language and its connection with mental well-being, emotional state and life satisfaction in a multilingual society." European Psychiatry 64, S1 (April 2021): S467—S468. http://dx.doi.org/10.1192/j.eurpsy.2021.1248.

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IntroductionEthnolinguistic diversity provides the opportunity to study the relation between the native language, the emotional state, and the well-being of a person. Representatives of different linguistic groups may have psychological advantages in specific socio-cultural situations.ObjectivesWe investigated the interrelation between mental well-being, emotional state, life satisfaction, and belonging to different ethnolinguistic categories in the Russian society.MethodsThe measuring instruments included the Warwick-Edinburgh Mental Well-Being Scale (Tennant et al., 2007), the Scale ofPositive and Negative Experience (SPANE) (Diener et al., 2009), the questionary on life satisfaction. The research project included 894 respondents aged from 14 to 80 (M=24.0; SD=11.7), residents of eight regions, where there are one or several official languages along with Russian.ResultsThe results indicate that mental well-being (F = 1.167; p = 0.312) is independent of the respondents’ native language, while the ratio of positive and negative affect is significantly higher (F = 3.164; p = 0.008) among people who indicated the regional language as the native one, compared to those who have two native languages - Russian and regional (MD = -1.529; p = 0.039). Moreover, the general life satisfaction is higher (F = 7.427; p = 0.001) among native speakers of the regional language as compared to those who indicate both Russian and regional languages as their native languages (MD = 0.638; p <0.001).ConclusionsDifferences in the emotional state and life satisfaction along with the absence of differences in mental well-being were revealed in respondents of different ethnolinguistic categories. The reported study was funded by RFBR, project number 17-29-09167.

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Ergasheva, Dilrabo Allanazarovna. "In Uzbek Linguistics, Analogies Of Human Mental State (On The Example Of Odil Yakubov's Works)." American Journal of Social Science and Education Innovations 02, no. 11 (November 6, 2020): 16–20. http://dx.doi.org/10.37547/tajssei/volume02issue11-03.

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The article analyze the relationship between language and thought, the expression of this connection in the speech of a work of art, which indicates the factors leading to the actualization of linguistic units. On the example of Odil Yakubov's works “Ulugbek’s treasure”, “Religion” the expression of the hero's mental state is analyzed.

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Channell, Marie Moore, and Rebekah Bosley. "Mental State Language Use in Children with Down Syndrome and the Role of Caregivers." Seminars in Speech and Language 42, no. 04 (July 26, 2021): 318–29. http://dx.doi.org/10.1055/s-0041-1730990.

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AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

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Marques, Carla Verônica Machado, Carlo Emmanoel Tolla de Oliveira, and Cibele Ribeiro da Cunha Oliveira. "The Cognitive Machine as Mental Language Automata." International Journal of Cognitive Informatics and Natural Intelligence 12, no. 1 (January 2018): 75–91. http://dx.doi.org/10.4018/ijcini.2018010106.

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This article describes how learning is a native ability of the brain. However, very little is known of the process as it happens. The engineering model presented in this work provides a base to explore the innards of cognition. The computational implementation of the model is usable to assess cognitive profiles by means of machine learning and harmonic filtering. The model relies on an evolutionary dimensional space consisting of phylogenetic, ontogenetic and microgenetic timelines. The microgenetic space reveals the state machine nature of cognition, standing as an internal translator to a brain specific language. The study of this machine and its language is the key to understanding cognition.

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Tardif, Twila, and Henry M. Wellman. "Acquisition of mental state language in Mandarin- and Cantonese-speaking children." Developmental Psychology 36, no. 1 (2000): 25–43. http://dx.doi.org/10.1037/0012-1649.36.1.25.

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Schmeida, Mary, and Ramona McNeal. "Children’s Mental-Health Language Access Laws: State Factors Influence Policy Adoption." Administration and Policy in Mental Health and Mental Health Services Research 40, no. 5 (July 7, 2012): 364–70. http://dx.doi.org/10.1007/s10488-012-0428-6.

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Garner, Pamela W., Stephanie M. Curenton, and Kelli Taylor. "Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds." International Journal of Behavioral Development 29, no. 4 (July 2005): 271–81. http://dx.doi.org/10.1177/01650250544000053.

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Two studies investigated the influence of age, language, and family background on the development of preschoolers' social cognitive skills. Study 1 examined variability in economically disadvantaged preschoolers' understanding of fantasy and evaluated the relation of age and language to children's skill in this area. Children were shown drawings of fantasy and real-life events and asked if the event could happen in real life and to justify their responses. Children were more likely to answer correctly when the drawing depicted real-life events. Age and language were positively related to children's overall understanding of fantasy. In Study 2, both low and middle SES preschoolers were included and two false belief understanding measures were added to the battery of tasks. As before, age and language were related to fantasy understanding as well as to false belief performance. In addition, SES was predictive of fantasy understanding, but not false belief performance, regardless of how it was assessed. Social competence was unrelated to the social cognitive variables, even when the effects of age, language, and SES were controlled.

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Tarullo, Amanda R., Adriana Youssef, Kristin A. Frenn, Kristen Wiik, Melissa C. Garvin, and Megan R. Gunnar. "Emotion understanding, parent mental state language, and behavior problems in internationally adopted children." Development and Psychopathology 28, no. 2 (November 27, 2015): 371–83. http://dx.doi.org/10.1017/s095457941500111x.

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AbstractInternationally adopted postinstitutionalized (PI) children are at risk for lower levels of emotion understanding. This study examined how postadoption parenting influences emotion understanding and whether lower levels of emotion understanding are associated with behavior problems. Emotion understanding and parent mental state language were assessed in 3-year-old internationally adopted PI children (N = 25), and comparison groups of children internationally adopted from foster care (N = 25) and nonadopted (NA) children (N = 36). At 5.5-year follow-up, PI children had lower levels of emotion understanding than NA children, a group difference not explained by language. In the total sample, parent mental state language at age 3 years predicted 5.5-year emotion understanding after controlling for child language ability. The association of parent mental state language and 5.5-year emotion understanding was moderated by adoption status, such that parent mental state language predicted 5.5-year emotion understanding for the internationally adopted children, but not for the NA children. While postadoption experience does not erase negative effects of early deprivation on emotion understanding, results suggest that parents can promote emotion understanding development through mental state talk. At 5.5 years, PI children had more internalizing and externalizing problems than NA children, and these behavioral problems related to lower levels of emotion understanding.

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ALTMAN, CARMIT, SHARON ARMON-LOTEM, SVETA FICHMAN, and JOEL WALTERS. "Macrostructure, microstructure, and mental state terms in the narratives of English–Hebrew bilingual preschool children with and without specific language impairment." Applied Psycholinguistics 37, no. 1 (December 9, 2015): 165–93. http://dx.doi.org/10.1017/s0142716415000466.

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ABSTRACTChildren's bilingual status is important because the interest here is in narrative performance in both languages of bilingual children, in particular the within-subject, cross language comparisons. As Paradis (2010) has argued, there are some structures where performance differences will point to a temporary lack of opportunity for mastery, whereas other structures will be markers of underlying difficulties. We expect the discriminators to be language specific, depending on attested vulnerabilities for each of the languages involved. Narratives were examined for macrostructure (goals, attempts, and outcomes), microstructure (e.g., length, lexis, and morphosyntax), and mental state terms (MSTs). Thirty-one preschool children (TLD = 19, SLI = 12) retold stories accompanied by six pictures that were matched across content (Baby Birds/Baby Goats) and to the extent possible across languages (first language/second language) for macrostructure, microstructure, and MSTs in the framework of the Working Group on Narrative and Discourse Abilities in COST Action 0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment. The macrostructure results confirmed previous findings showing similar performance in both languages for children with TLD and those diagnosed with SLI. Consistent with previous findings on narrative abilities among bilingual children, microstructure analysis of verbal productivity, length of communication units, and lexical diversity distinguished children with TLD from those with SLI. An analysis of MSTs yielded more MSTs in children's second language, in particular more mental verbs. The most prevalent MSTs used in all narratives were early acquired perceptual and motivational verbs (“see” and “want”). Overall, distinctions between narratives of children with TLD and SLI were found primarily for microstructure features, where error analysis was particularly important in uncovering possible markers, especially in second languages.

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Facchinetti, Roberta, and Elisabetta Adami. "Intersubjective patterns of English modalised mental state verbs." English Text Construction 1, no. 2 (August 15, 2008): 198–225. http://dx.doi.org/10.1075/etc.1.2.03fac.

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We survey a set of syntactic configurations resulting from the modalisation of the mental verbs know, see and think in different varieties of English. The patterns are identified as falling within two discourse functions expressing intersubjectivity: (a) recognising the other without taking over and (b) acknowledging the other without giving in. In the former case, the Speaker/Writer intends to lead the interlocutor in one direction without overtly expressing his/her aim; the latter pertains to the Speaker/Writer’s attempt to anticipate a possible objection of the Addresssee or to counterbalance a previous statement. The data are drawn from seven components of the International Corpus of English and highlight specific trends of locutionary intersubjectivity pertaining to the varieties under scrutiny.

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GORDON, KATHERINE R. "High proficiency across two languages is related to better mental state reasoning for bilingual children." Journal of Child Language 43, no. 2 (June 16, 2015): 407–24. http://dx.doi.org/10.1017/s0305000915000276.

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ABSTRACTPast research suggests that bilingualism positively affects children's performance in false belief tasks. However, researchers have yet to fully explore factors that are related to better performance in these tasks within bilingual groups. The current study includes an assessment of proficiency in both languages (which was lacking in past work) and investigates the relationship between proficiency and performance in a variety of mental state tasks (not just false belief). Furthermore, it explores whether the relationship between language proficiency and performance in mental state tasks differs between bilingual and monolingual groups. Twenty-six Spanish–English bilingual and twenty-six English monolingual preschool-age children completed seven mental state tasks. Findings provide evidence that high proficiency in English is related to better performance in mental state tasks for monolinguals. In contrast, high proficiency in both English and Spanish is related to better performance in mental state tasks for bilinguals.

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Hutchins, Tiffany L., Lynne A. Bond, Elaine R. Silliman, and Judith B. Bryant. "Maternal Epistemological Perspectives and Variations in Mental State Talk." Journal of Speech, Language, and Hearing Research 52, no. 1 (February 2009): 61–80. http://dx.doi.org/10.1044/1092-4388(2008/07-0161).

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Acha, Joana, and Manuel Carreiras. "Exploring the mental lexicon." Mental Lexicon 9, no. 2 (November 21, 2014): 196–231. http://dx.doi.org/10.1075/ml.9.2.03ach.

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Visual word recognition is a capital stage in reading. It involves accessing a mental representation of a written word, including processes such as perception, letter coding and selection of the proper candidate in our mental lexicon. One key issue for researchers on this field is to shed light on the role of phonological and orthographic processes in lexical access, as well as the choice of an input coding scheme for orthographic representations. In this paper we will review the state of the art about sublexical and lexical processes involved in lexical access. We will discuss behavioral, eye movement and electrophysiological evidence to understand: (i) which are the most important coding units, (ii) how our visual system codes identity and position of such units, (iii) which factors modulate the way we access lexical information in our minds, and (iv) the time course of such processes. We will do so from a methodological perspective, exploring a broad range of paradigms and effects that provide a complete framework about how printed words are coded and represented in our minds.

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Pearl, Lisa S., and Igii Enverga. "Can you read my mindprint?" Interaction Studies 15, no. 3 (December 31, 2014): 359–87. http://dx.doi.org/10.1075/is.15.3.01pea.

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Humans routinely transmit and interpret subtle information about their mental states through the language they use, even when only the language text is available. This suggests humans can utilize the linguistic signature of a mental state (its mindprint), comprised of features in the text. Once the relevant features are identified, mindprints can be used to automatically identify mental states communicated via language. We focus on the mindprints of eight mental states resulting from intentions, attitudes, and emotions, and present a mindprint-based machine learning technique to automatically identify these mental states in realistic language data. By using linguistic features that leverage available semantic, syntactic, and valence information, our approach achieves near-human performance on average and even exceeds human performance on occasion. Given this, we believe mindprints could be very valuable for intelligent systems interacting linguistically with humans. Keywords: mental state; linguistic features; mindprint; natural language processing; information extraction

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Kristen, Susanne, Sabrina Chiarella, Beate Sodian, Tiziana Aureli, Maria Genco, and Diane Poulin-Dubois. "Crosslinguistic Developmental Consistency in the Composition of Toddlers’ Internal State Vocabulary: Evidence from Four Languages." Child Development Research 2014 (August 21, 2014): 1–8. http://dx.doi.org/10.1155/2014/575142.

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Mental state language, emerging in the second and third years of life in typically developing children, is one of the first signs of an explicit psychological understanding. While mental state vocabulary may serve a variety of conversational functions in discourse and thus might not always indicate psychological comprehension, there is evidence for genuine references to mental states (desires, knowledge, beliefs, and emotions) early in development across languages. This present study presents parental questionnaire data on the composition of 297 toddler-aged (30-to 32-month-olds) children’s internal state vocabulary in four languages: Italian, German, English, and French. The results demonstrated that across languages expressions for physiological states (e.g., hungry and tired) were among the most varied, while children’s vocabulary for cognitive entities (e.g., know and think) proved to be least varied. Further, consistent with studies on children’s comprehension of these concepts, across languages children’s mastery of volition terms (e.g., like to do and want) preceded their mastery of cognition terms. These findings confirm the cross-linguistic consistency of children’s emerging expression of abstract psychological concepts.

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Turgaleyeva, A. T., G. A. Kakimzhanova, and G. A. Tolymkhanova. "Language Policy and Ideology in Kazakhstan: Ethnic Russians’ Attitudes Toward the State Language Use." Adam alemi 92, no. 2 (June 15, 2022): 125–32. http://dx.doi.org/10.48010/2022.2/1999-5849.12.

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After the collapse of the USSR, Kazakhstan began to build its own language policy. It was necessary to raise the status of the Kazakh language and at the same time maintain ethnopolitical and social stability. When determining the main priorities of language policy, one of the most difficult factors influencing this process was to take into account the ethnic and linguistic needs of the population. It is the language that is one of the most important factors of national identity. This study analyzes the attitude of ethnic Russians to the use of the state language and linguistic ideology in Kazakhstan. The study is aimed at identifying the attitude of ethnic Russians to the use of the state language in social communications and in the choice of education. In the context of ideology, the article uses the term «kazakhization», which was introduced in previous studies on linguistic ideology in Kazakhstan. Key research questions: how do Russians feel about the language ideology in Kazakhstan? How do they relate to the choice of education (teaching instruction) and what are the problems in social communication in Kazakhstan? A questionnaire survey was used as the main tool for collecting data for the research project. The research results showed that ethnic Russian respondents have a neutral attitude to the ideology of the Kazakh language.

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Peters, Kimberly, Ethan Remmel, and Debra Richards. "Language, Mental State Vocabulary, and False Belief Understanding in Children With Cochlear Implants." Language, Speech, and Hearing Services in Schools 40, no. 3 (July 2009): 245–55. http://dx.doi.org/10.1044/0161-1461(2009/07-0079).

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Morgan, Gary, Marek Meristo, Wolfgang Mann, Erland Hjelmquist, Luca Surian, and Michael Siegal. "Mental state language and quality of conversational experience in deaf and hearing children." Cognitive Development 29 (January 2014): 41–49. http://dx.doi.org/10.1016/j.cogdev.2013.10.002.

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HAWKINS, ROGER. "The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language." Journal of French Language Studies 14, no. 3 (November 2004): 233–55. http://dx.doi.org/10.1017/s0959269504001784.

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Human beings have a genetically-determined capacity to walk, rather than to fly or swim. People can learn to swim, but it is not something that is genetically programmed. Do humans have a genetically-determined capacity to acquire language? Universal Grammar is a theory that assumes that they do. Except in cases of genetic disorder, humans have specialised mental architecture which is uniform across the species in its initial state, and which determines the ways in which samples of language encountered are converted into mental grammars. The specialised architecture is Universal Grammar, and it underlies our capacity to acquire particular languages like English, French, Chinese and so on. Two questions that need to be asked immediately about Universal Grammar if it is to be of any interest in understanding the acquisition of French as a second language are: (i) What evidence is there that Universal Grammar is operating when people who have already acquired a native language learn French as a second language? (ii) What insight does the adoption of a theory of Universal Grammar bring to understanding the processes involved, the course of development over time and the nature of the end state grammars that learners achieve? The article presents empirical evidence from a selection of studies bearing on these questions. It will be argued that the assumption that humans have mental architecture dedicated specifically to language acquisition – Universal Grammar – even in the case of second language acquisition, has allowed considerable progress to be made in understanding second language French.

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SLAUGHTER, VIRGINIA, CANDIDA C. PETERSON, and MALINDA CARPENTER. "Maternal mental state talk and infants' early gestural communication." Journal of Child Language 36, no. 5 (February 12, 2009): 1053–74. http://dx.doi.org/10.1017/s0305000908009306.

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ABSTRACTTwenty-four infants were tested monthly for the production of imperative and declarative gestures between 0 ; 9 and 1 ; 3 and concurrent mother–infant free-play sessions were conducted at 0 ; 9, 1 ; 0 and 1 ; 3 (Carpenter, Nagell & Tomasello, 1998). Free-play transcripts were subsequently coded for maternal talk about mental states. Results revealed that the earlier infants produced imperative gestures, the more frequently their mothers made reference to the infants' own volitional states (want, try, need, etc.) at 1 ; 3. The same relation also emerged using maternal reports of their infants' gestural communication on a standard language development measure. These results indicate that mothers' talk about desires and intentions is linked to their infants' early developing communicative competence.

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Timler, Geralyn R., Lesley B. Olswang, and Truman E. Coggins. ""Do I Know What I Need to Do?" A Social Communication Intervention for Children With Complex Clinical Profiles." Language, Speech, and Hearing Services in Schools 36, no. 1 (January 2005): 73–85. http://dx.doi.org/10.1044/0161-1461(2005/007).

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Purpose:Speech-language pathologists frequently address social communication difficulties in children with diverse clinical profiles. The purpose of this study was to investigate the feasibility of a social communication intervention for a school-age child with a complex cognitive and behavioral profile secondary to diagnosis of a fetal alcohol spectrum disorder.Method:A case study is presented to describe the implementation of the intervention targeting mental state verb production and social cognitive skills. The intervention included group role play of social scripts and a checklist to elicit the participant’s statements about others’ perspectives and strategies for completing the social script. Treatment data monitored the participant’s responses to the checklist questions. Probe sessions, consisting of theory of mind false belief tasks, were used to examine mental state verb use.Results:Treatment data demonstrated that the participant stated more strategies in response to checklist questions. The participant did not produce any mental state verbs during baseline probes, but did produce mental state verbs during the treatment phase.Clinical Implications:The results support use of this intervention to change children’s linguistic and social cognitive skills. Suggestions for extending this intervention to include a generalization plan targeting classroom social communication interactions are provided.

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ADRIAN, JUAN E., ROSA A. CLEMENTE, LIDON VILLANUEVA, and CAROLIEN RIEFFE. "Parent–child picture-book reading, mothers' mental state language and children's theory of mind." Journal of Child Language 32, no. 3 (August 2005): 673–86. http://dx.doi.org/10.1017/s0305000905006963.

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This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

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Alesenkova, Victoria N. "An Attempt of Cognitive Analysis of Stage Images by the Example of the Concept of “The State”." ICONI, no. 2 (2019): 29–35. http://dx.doi.org/10.33779/2658-4824.2019.2.029-035.

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The article develops the idea of cognitive analysis of stage images created by non-verbal means of post-dramatic theater and studies the mechanism of formation of concepts on the basis of theatrical metaphors and symbols. The extrapolation of the lingualcognitive approach onto the language of theater presumes interpretation of visual stage actions as a literal manifestation of the producer’s meta-text, which is the mental form of the natural language and is read by the audience in reverse order. Thus, the conceptual metaphor of George Lakoff and Mark Johnson, being paradigmatic and lining up an analogy towards action, becomes transformed in the context of theater into a conceptual symbol, since it presents a secondary semantic superstructure over the visual acoustic forms. As an example, an analysis is made of the concept of “The State” in the article on the material of performances of several producers. As the result, it becomes clear that the mental image represented in language by the word “state” becomes the axis of semantic projection (the conceptual symbol), forming the symbolic connection between the concepts of “Construction” and “Hierarchy,” which relate to each other as the transmission of the empirical and metaphysical essence of the researched image and demonstrates the principle of interaction of lingual and mythical thinking.

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Doan, Stacey N., Helen Y. Lee, and Qi Wang. "Maternal mental state language is associated with trajectories of Chinese immigrant children’s emotion situation knowledge." International Journal of Behavioral Development 43, no. 1 (June 25, 2018): 43–52. http://dx.doi.org/10.1177/0165025418783271.

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We investigated the role of mothers’ references to mental states and behaviors and children’s emotion situation knowledge (ESK) in a prospective, cross-cultural context. European American mothers ( n = 71) and Chinese immigrant mothers ( n = 60) and their children participated in the study. Maternal references to mental states and behaviors were assessed at Time 1 when children were three years of age. ESK was assessed when children were 3, 3.5, and 4.5 years of age. Multi-group latent growth curve analyses were used to model children’s growth in ESK over time, as well as relations between mental state language and references to behaviors on children’s trajectories. Results indicated that maternal references to mental states were associated with concurrent levels of ESK for European American children, and change over time for the Chinese immigrant children. Maternal references to behaviors were negatively associated with concurrent ESK for both groups.

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Nixon, Stephanie M. "Mental state verb production and sentential complements in four-year-old children." First Language 25, no. 1 (February 2005): 19–37. http://dx.doi.org/10.1177/0142723705046898.

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Landry, Alexander P., Ram I. Orr, and Kayla Mere. "Dehumanization and mass violence: A study of mental state language in Nazi propaganda (1927–1945)." PLOS ONE 17, no. 11 (November 9, 2022): e0274957. http://dx.doi.org/10.1371/journal.pone.0274957.

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Dehumanization is frequently cited as a precursor to mass violence, but quantitative support for this notion is scarce. The present work provides such support by examining the dehumanization of Jews in Nazi propaganda. Our linguistic analysis suggests that Jews were progressively denied the capacity for fundamentally human mental experiences leading up to the Holocaust. Given that the recognition of another’s mental experience promotes moral concern, these results are consistent with the theory that dehumanization facilitates violence by disengaging moral concern. However, after the onset of the Holocaust, our results suggest that Jews were attributed a greater capacity for agentic mental states. We speculate this may reflect a process of demonization in which Nazi propagandists portrayed the Jews as highly capable of planning and intentionality while nonetheless possessing a subhuman moral character. These suggestive results paint a nuanced portrait of the temporal dynamics of dehumanization during the Holocaust and provide impetus for further empirical scrutiny of dehumanization in ecologically valid contexts.

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Rose, Tara, Evelyn Teng, Katherine Erickson, Chia Ying Chen, Elyse Manzo, and Helena Chui. "Translating and Adapting the Modified Mini Mental State (3MS) Test for Multiple Cultural Populations." Innovation in Aging 5, Supplement_1 (December 1, 2021): 985. http://dx.doi.org/10.1093/geroni/igab046.3541.

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Abstract Within healthcare settings, screening of cognitive abilities in older adults is routinely conducted for the detection, early intervention, and management of cognitive impairments. The Modified Mini Mental State (3MS) test takes approximately 10 minutes to administer and has a score range of 0 - 100. It can provide an estimated MMSE score, and has been used in multiple countries since 1987 with approximately 1,900 publications. The United States has many diverse populations with different languages and cultural backgrounds. How to appropriately translate and adapt the original 3MS test in English for each minority group in order to better serve them is an important issue. Cross-cultural assessment involves much more than accurate translation of test items across languages. One needs to know not only the oral and written languages involved, but also the life experiences and circumstances of the target populations. This presentation first covers some general considerations in test translation and adaptation, including attention to cultural, ecological, and language specifics. We shall then present Chinese, Korean, and Hindi 3MS record forms to illustrate the reasons and ways for modification of some of the test items. To accommodate different writing systems, for example, 3MS test versions with an alphabet are different from ones with logographic character representations. Modifications of the 3MS items include those on temporal orientation, spatial orientation, naming, and repetition. In summary, cultural, ecological, and linguistic differences must be taken into account for cognitive screening in order to enhance cross-population comparability and be more inclusive for aging ethnic minorities.

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Awan, Safia, Naila Shahbaz, Syed Wasim Akhtar, Arsalan Ahmad, Sadaf Iqbal, Sellal Ahmed, Haider Naqvi, and Mohammad Wasay. "Validation Study of the Mini-Mental State Examination in Urdu Language for Pakistani Population." Open Neurology Journal 9, no. 1 (June 26, 2015): 53–58. http://dx.doi.org/10.2174/1874205x01509010053.

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Validation study of the Mini-Mental State Examination in Urdu language for Pakistani population Objective: This study was conducted primarily to validate and determine the optimal cutoff score in the diagnosis of dementia among Pakistani’s and study the effects of gender and education on the MMSE performance in our population. Methods: Four hundred participants took part in the study. Patient with dementia recruited from five major hospitals from Pakistan. The MMSE was translated into Urdu. Results: There were 61 men and 39 women in dementia group and 225 men and 75 women in the control group. The mean score of Urdu MMSE were lower in patients with dementia 18.5 ± 5.6 (range 0-30) as compared to the controls 26.8 ± 2.6 (range 7-30). This difference between groups was statistically significant (p<0.001). Educational based MMSE score below 15 yielded perfect sensitivity and specificity for the diagnosis of dementia. Conclusions: These finding confirm the influence of level of education on MMSE score and education stratified cutoff scores should be used while screening for cognitive impairment in this population.

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Awan, Safia, Naila Shahbaz, Syed Wasim Akhtar, Arsalan Ahmad, Sadaf Iqbal, Sellal Ahmed, Haider Naqvi, and Mohammad Wasay. "Validation study of the Mini-Mental State Examination in Urdu language for Pakistani population." Open Neurology Journal 9, no. 1 (May 27, 2015): E002—E008. http://dx.doi.org/10.2174/1874205x20150520e002.

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Ruffman, Ted, Lance Slade, and Elena Crowe. "The Relation between Children's and Mothers? Mental State Language and Theory-of-Mind Understanding." Child Development 73, no. 3 (May 2002): 734–51. http://dx.doi.org/10.1111/1467-8624.00435.

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Aldasheva, K. "STUDYING THE CUMULATION OF NEW WORDS IN THE MENTAL LEXICON: RELEVANCE AND NECESSITY." BULLETIN Series of Philological Sciences 72, no. 2 (June 30, 2020): 120–29. http://dx.doi.org/10.51889/2020-2.1728-7804.18.

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The systematization, justification and summing up of the cumulative processes of neologisms in the mental vocabulary of a linguistic personality under the conditions of modernization of national identity is a necessity in accordance with the modern requirement of the development of science.This will make a certain contribution to the implementation of priority areas of the language policy of Kazakhstan and will contribute to the improvement and standardization of the Kazakh language infrastructure, significantly affect the formation of a “prestigious image of a native speaker of the state language” and increase the demand for the Kazakh language in the context of introducing a new Kazakh alphabet based on the Latin graphics. And also the study of the cumulation of lexical innovations in the mental vocabulary is, of course, especially relevant for modern Turkic languages with a similar linguistic history of development.This has specific motives, in particular in studies where the language is considered in a cognitive aspect, neologisms are analyzed as a result of the creative work of human consciousness.A review of some work on the study of neologisms in the cognitive aspect proves the relevance and need for the study of new words in the modern new paradigm. The article analyzes scientific criteria proving the relevance and necessity of studying the cumulation of new words in the mental vocabulary of a linguistic personality.

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Brown, Jason W. "Morphogenesis and mental process." Development and Psychopathology 6, no. 4 (1994): 551–63. http://dx.doi.org/10.1017/s0954579400004685.

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AbstractParcellation and heterochrony (neoteny) reflect the pattern and rate of a growth mechanism in morphogenesis. Structure (morphology) and function (behavior) are staged realizations of morphogenetic process. This process continues into adult cognition in the actualization of the mind/brain state. Parcellation obtains in the pruning of cells and connections in early growth, whereas inhibition obtains in a relatively stable morphology with constraints on context: item transforms in microgeny. Selective retardation in process (neoteny) leads to growth at earlier (juvenile) phases. This accounts for the specification of the language areas and elaboration at preliminary phases in mind — for example, dominance, introspection, and creativity.

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Bosacki, Sandra, and Christine Tardif-Williams. "Children’s Mental State Talk, Empathy, and Attachments to Companion Animals." Psychology of Language and Communication 23, no. 1 (January 1, 2019): 284–301. http://dx.doi.org/10.2478/plc-2019-0013.

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Abstract Children’s emotional and mental worlds are often influenced by their experiences with companion animals. This study explored 77 (50 g; 27 b) 6- to 12-year-old children’s empathy; perceived companion animal friendship, comfort, and bonding; and mental state talk in conversations about their interactions with their companion animal. Children completed self-report questionnaires and responded to two moral stories about companion animals. Results showed that higher levels of children’s mental state talk were related with high levels of empathy for companion animals. Compared to boys, girls reported significantly stronger companion animal friendships, and that they received more comfort from their companion animals. Results also showed that, for girls only, higher levels of perceived companion animal friendship were related to higher levels of emotional comfort received. The findings can inform humane education programs that promote mental state talk, moral agency, and relationships.

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Dekydtspotter, Laurent. "SECOND LANGUAGE EPISTEMOLOGY." Studies in Second Language Acquisition 31, no. 2 (June 2009): 291–321. http://dx.doi.org/10.1017/s0272263109090317.

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This article presents evidence that supports the claim that second language (L2) grammars arise in a domain-specific, informationally encapsulated module with contents provided by Universal Grammar and enriched by native language knowledge, as entertained by Schwartz (1986, 1987, 1999) contra Bley-Vroman (1990). I consider state-of-the-art evidence representative of a body of research on the poverty of the stimulus (POS) that argues for the domain-specificity of L2 representations, with a main focus on interpretation. Then I examine interpretive evidence relevant to the role of informational encapsulation and compositionality in SLA. I seek to demonstrate that the acquisition of syntax-linked interpretive properties where the POS is severe provides opportunities for a type of fingerprinting of mental organization that can inform a variety of epistemologically relevant questions.

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Santelices, María Pía, Claire De Ann Vallotton, Chamarrita Farkas, Tzu-Fen Chang, Eduardo Franco, and Ana María Gallardo. "Mothers’ Use of Regulatory Talk with Toddlers in Chile and the US: How Do Cultural Values and Children’s Gender Affect Mothers’ Regulatory Talk at 12 and 30 Months?" Children 8, no. 10 (September 30, 2021): 874. http://dx.doi.org/10.3390/children8100874.

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Studies have shown that Chilean and US infants differ in their levels of self-regulation. One of the mechanisms of early socializing is the use of language, particularly mental state language. The current study seeks to deepen our knowledge of the ways in which mental state language is related to socialization processes in early childhood, including the ways both culture and children’s gender influence a mothers’ use of mental state talk. We used a quantitative and descriptive approach with 109 mothers and their children (64 Chilean and 45 US dyads), measured twice, at 12 and 30 months old. Mental state references related to regulation were coded during a story-sharing task, including positive (calm and patient) and negative (messy and impatient) references to regulating behavior. Chilean mothers generally showed more regulatory references than US mothers, especially if the children were at a younger age (12 month). Frequencies of regulatory references increased in US mothers at 30 months but were still less than in Chilean mothers. At the 12-month measuring point, Chilean mothers showed more negative regulatory attributes than positive regulatory attributes. Finally, US mothers mainly used references to secondary emotions (e.g., pride) and positive regulatory attributes (being obedient, mature and patient) at both ages.

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Kaziyev, S. Sh, and E. N. Burdina. "THEORETICAL AND LEGAL ASPECTS OF NATION-BUILDING IN KAZAKHSTAN IN 1923-1926: EXPERIENCE OF KORENIZATION AND IMPLEMENTATION OF LANGUAGE LEGISLATION." Bulletin of Udmurt University. Series Economics and Law 29, no. 6 (November 25, 2019): 836–44. http://dx.doi.org/10.35634/2412-9593-2019-29-6-836-844.

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The article is devoted to nation-building in Kazakhstan in the first years of Soviet power. It is noted that significant attention in this process was given to the languages of the titular nations as official languages. The authors made an attempt to present the formation of legal guarantees for the functioning of the Kazakh and Russian languages of the Kazakh Autonomous Soviet Socialist Republic and their use in the state apparatus of the republic. The study is based on legislative acts and documents of 1917-1924 with the involvement of archival materials. The authors examined practical steps of korenization (nativization) with respect to party and Soviet administrative structures and transition to paperwork in two state languages in the KASSR. The article reflects the main problems of the implementation of language legislation and percentage korenization as a policy aimed at the formation of national management personnel and solving the problems of serving the population of Kazakhstan in their native language. The problems of introducing office work in the language of the titular nation of material, personnel, mental and other nature are investigated. The authors drew attention to the failure of the attempts of the Soviet state to quickly create an administrative apparatus in the KASSR from national personnel and introduce paperwork in the Kazakh language, as well as to the fact that the Soviet leadership understood this. The study shows the reasons for a significant revision of the korenization policy in the USSR and Soviet Kazakhstan, as well as the introduction of office work in the national language since 1926. Among the positive achievements of the Soviet regime, the creation of strong legal guarantees for the functioning of the Kazakh and Russian languages as the state languages of Kazakhstan of the studied period, as well as the partial korenization of the administrative apparatus of Kazakhstan as a result of targeted and progressive steps of the Soviet state to create national personnel, were noted.

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DE MULDER, HANNAH. "Developing communicative competence: a longitudinal study of the acquisition of mental state terms and indirect requests." Journal of Child Language 42, no. 5 (September 29, 2014): 969–1005. http://dx.doi.org/10.1017/s0305000914000543.

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ABSTRACTThis longitudinal study involving 101 Dutch four- and five-year-olds charts indirect request (IR) and mental state term (MST) understanding and investigates the role that Theory of Mind (ToM) and general linguistic ability (vocabulary, syntax, and spatial language) play in this development. The results showed basic understanding of IR and MST in four-year-olds, but full understanding had not been reached even at five years old. Furthermore, although ToM predicted both IR and MST when linguistic ability was not taken into account, this relationship was no longer significant once the language measures were added. Linguistic ability thus seems to play an important role in the development of both IR and MST. Additional analyses revealed that whereas syntactic ability was the primary predictor of IR, spatial language was the best predictor of MST, suggesting that IR relies primarily on general linguistic skills, but that more specific aspects of language may bootstrap MST.

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Bin Abdul Hakim, Muhammad Kamal, Syamsi Setiadi, Shafruddin Tajuddin, and Achmad Yani. "Lesson Plan Needs for Arabic Essay Writing (Kitabah Hurrah) Using Common European Framework of Reference for Language." Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, no. 3 (December 29, 2021): 291–302. http://dx.doi.org/10.22219/jiz.v4i3.18443.

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The lesson plan was a stage of instruction that regulates learning activities in the classroom that can have a positive impact on students' abilities in certain subjects. The purpose of this study was to identify the need for lesson plans in essay writing courses through the Common European Framework of Reference for Languages. The study used a qualitative approach through the descriptive method. Participants were students in the 3rd semester of 2020/2021 and lecturer. It was conducted in Arabic Language Education at the State University of Jakarta. Data is taken from the document, interview, and questionnaire. The data analysis process used data reduction, data display, and taking a conclusion. The results show that the lesson plans that have been made still have weaknesses and do not meet the Arabic language mastery standards from the Common European Framework of Reference for Languages (CEFR) standards. However, the results of the study have implications for the level of understanding of the lecturer related to the concept of a lesson plan that must be designed to suit the needs of students, the current situation, and also students' understanding of each mastery of the material being studied.

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Shi, Nan, Dongyu Zhang, Lulu Li, and Shengjun Xu. "Predicting Mental Health Problems with Automatic Identification of Metaphors." Journal of Healthcare Engineering 2021 (April 30, 2021): 1–11. http://dx.doi.org/10.1155/2021/5582714.

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Mental health problems are prevalent and an important issue in medicine. However, clinical diagnosis of mental health problems is costly, time-consuming, and often significantly delayed, which highlights the need for novel methods to identify them. Previous psycholinguistic and psychiatry research has suggested that the use of metaphors in texts is linked to the mental health status of the authors. In this paper, we propose a method for automatically detecting metaphors in texts to predict various mental health problems, specifically anxiety, depression, inferiority, sensitivity, social phobias, and obsession. We perform experiments on a composition dataset collected from second-language students and on the eRisk2017 dataset collected from Social Media. The experimental results show that our approach can help predict mental health problems in authors of written texts, and our algorithm performs better than other state-of-the-art methods. In addition, we report that the use of metaphors even in nonnative languages can be indicative of various mental health problems.

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Journal articles on the topic 'Mental state language'

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