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False belief understanding among low...

Snow, Laura.

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False belief understanding among low-SES preschoolers: The role of language development and home environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	False belief understanding among low-SES preschoolers: The role of language development and home environment./
Author:	Snow, Laura.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
Description:	124 p.
Notes:	Source: Dissertations Abstracts International, Volume: 69-04, Section: B.
Contained By:	Dissertations Abstracts International69-04B.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3265413
ISBN:	9780549040255

False belief understanding among low-SES preschoolers: The role of language development and home environment.
Snow, Laura.

False belief understanding among low-SES preschoolers: The role of language development and home environment. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 124 p.

Source: Dissertations Abstracts International, Volume: 69-04, Section: B.

Thesis (Ph.D.)--University of Washington, 2007.

This item must not be sold to any third party vendors.

This study investigates the relationships among false belief understanding (FBU), language development, and home environment for preschoolers raised in low-socioeconomic (SES) homes. Study participants included 38 preschool children and their primary caregivers, recruited from Head Start programs and community clinics. Data collection occurred during one home visit and included the following measures: Kaufman Brief Intelligence Test-2 nd Edition (KBIT-2), the Home Observation for the Measurement of the Environment-Early Childhood Version (HOME-EC), a battery of FBU tasks, and the Memory for Complements Task developed by de Villiers and de Villiers (1995). Data analysis involved a series of correlations and partial correlations, as well as regression analyses, to investigate the relationships among these study variables. The results are consistent with previous findings that children from low-SES homes demonstrate false belief understanding later in development than their higher-SES peers. FBU performance in this population was found to be highly correlated with general language ability. Moreover, the current study provides important evidence that a specific language skill, namely complement clause syntax, contributes to FBU over and above what general language abilities do. A relationship was also found between FBU development and some aspects of the child's home environment, particularly the provision of literacy experiences. This study is the first to investigate how children's knowledge of, and exposure to, language contributes to SES-based differences in FBU development.

ISBN: 9780549040255Subjects--Topical Terms:

520446
Speech therapy.

False belief understanding among low-SES preschoolers: The role of language development and home environment.
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500 $a Advisor: Coggins, Truman E.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study investigates the relationships among false belief understanding (FBU), language development, and home environment for preschoolers raised in low-socioeconomic (SES) homes. Study participants included 38 preschool children and their primary caregivers, recruited from Head Start programs and community clinics. Data collection occurred during one home visit and included the following measures: Kaufman Brief Intelligence Test-2 nd Edition (KBIT-2), the Home Observation for the Measurement of the Environment-Early Childhood Version (HOME-EC), a battery of FBU tasks, and the Memory for Complements Task developed by de Villiers and de Villiers (1995). Data analysis involved a series of correlations and partial correlations, as well as regression analyses, to investigate the relationships among these study variables. The results are consistent with previous findings that children from low-SES homes demonstrate false belief understanding later in development than their higher-SES peers. FBU performance in this population was found to be highly correlated with general language ability. Moreover, the current study provides important evidence that a specific language skill, namely complement clause syntax, contributes to FBU over and above what general language abilities do. A relationship was also found between FBU development and some aspects of the child's home environment, particularly the provision of literacy experiences. This study is the first to investigate how children's knowledge of, and exposure to, language contributes to SES-based differences in FBU development.
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