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Le rôle du développement des théories de l'esprit dans l'adaptation sociale et la réussite à l'école des enfants de 4 à 6 ans

Abstract : Since the 80s, developmental psychologists showed the importance of the understanding of mental states, identified under the label "theories of mind ", in the child's cognitive and social development. They go along with the concerns of works in sociology and in educational sciences which emphasize the way school requires school tasks representation as mental activities. In this context, the question which arises is whether theories of mind constitute individual psychological variables likely to support social adaptation and success at school. Twoempirical studies are presented here. They investigate the developmental link between theories of mind, social adaptation and school success. A cross sectional study was conducted on 3 groups of 4, 5 and 6 year old children (N=121) shows that the implicit understanding of mental states is more connected to the measures of social adaptation and success at school than is the level of explicit understanding. A longitudinal study tests, in the same way 40 children from 4 to 6-years old. Regression analyses confirm that the implicit understanding of the mental states contributes in a specific way to prediction of social adaptation and school success between the ages of 4 to 6. They also reveal that the configuration of theories of mind developmental markers favourable to social adaptation and to success at school is not the same during three years. These results show the importance of introducing theories of mind into the analysis of psychological factors which an contribute to social adaptation and to success at school
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Theses
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https://tel.archives-ouvertes.fr/tel-00505447
Contributor : Laurence Leroux <>
Submitted on : Friday, July 23, 2010 - 4:51:52 PM
Last modification on : Friday, September 25, 2020 - 3:35:52 AM
Long-term archiving on: : Friday, December 2, 2016 - 12:17:31 AM

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  • HAL Id : tel-00505447, version 1

Citation

Stéphane Larzul. Le rôle du développement des théories de l'esprit dans l'adaptation sociale et la réussite à l'école des enfants de 4 à 6 ans. Education. Université Rennes 2; Université Européenne de Bretagne, 2010. Français. ⟨tel-00505447⟩

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