Hablando de emociones fingidasla relación entre la sintaxis de la complementación y la comprensión de la simulación emocional

Referencias bibliográficas

• Albertuz, F. (2007). Sintaxis, semántica y clases de verbos: Clasificación verbal en el proyecto ADESSE, Cano López, Pablo (Coord): Actas del VI Congreso de Lingüística General, Santiago de Compostela, 3-7 de mayo de 2004, Vol. 2, Tomo 2, Las lenguas y su estructura (IIb), pp. 2015-2030.
• Aparici, M., Serrat, E., Capdevila, M., y Serra, M. (2001). Acquisition of Complex Sentences in Spanish and Catalan Speaking Children. En K. Nelson, A. Aksu-Koç, C. Johnson (eds.), Children's Language, 11 (pp.1-25). Lawrence Erlbaum: Mahwah (NJ).
• Astington, J. W., y Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory of mind development. Developmental Psychology, 35, 1311-1320.
• Astington, J. W., y Baird, J. A. (2005). Why language matters for the theory of mind. New York: Oxford University Press.
• Bloom, L., Rispoli, M., Gartner, B., y Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120.
• Bretherton, I., Fritz, J., Zahn-Waxler, C., y Ridgeway, D. (1986). Learning to talk about emotions: A functionalist perspective. Child Development, 57, 529-548.
• Cheung, H., Chen, H.-C., Creed, N., Ng, L., Wang, S. P., y Mo, L. (2004). Relative roles of general and complementation language in theory-of-mind development: Evidence from Cantonese and English. Child Development, 75(4), 1155-1170.
• de Villiers, J. G., y Pyers, J. E. (2002). Complements to cognition: a longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17, 1037-1060.
• de Villiers, P. A., Burns, F., y Pearson, B. (2003). The role of language in the Theory of Mind development of language-impaired children: complementing theories. In Beachley, B., Brown, A., Conlin, F. (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development. Cascadilla Press, Somerville, MA, pp. 232-242.
• de Villiers, J. G. (2005). Can language acquisition give children a point of view? In: Astington, J., Baird, J. (Eds.), Why Language Matters for Theory of Mind (pp. 186-219). New York: Oxford University Press.
• de Villiers, J. G. (2007). The interface of language and Theory of Mind. Lingua, 117, 1858-1878.
• de Villiers, P. A., y de Villiers, J. G. (en prensa). Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology.
• Fisher, N., Happé, F., y Dunn, J. (2005). The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties. Journal of child Psychology and Psychiatry, 46, 401-419.
• Gross, D., y Harris, P. L. (1988). False belief about emotion: Children's understanding of misleading emotional displays. International Journal of Behavioral Development, 11 (4), 475-488.
• Hale, C. M., y Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6(3), 346-359.
• Hansen, M. B. (2010). If you know something, say something: young children's problem with false beliefs. Frontiers in Developmental Psychology, 1(23), 1-7.
• Harris, P. L., Donnelly, K., Guz, G. R., y Pitt-Watson, R. (1986). Children's understanding of the distinction between real and apparent emotion. Child Development, 57, 895-909.
• Harris, P. L. (2005). Conversation, pretense, and theory of mind. En J. W. Astington y J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70-83). Oxford, UK: Oxford University Press.
• Jackendoff, R. (1996). How language helps us think. Pragmatics and Cognition, 4, 1-31.
• Katis, D., y Stampouliadou, C. (2009). The development of sentential complement constructions in Greek: evidence from a case study. Constructions and Frames, 1 (2), 222-261.
• Kidd, E., Lieven, E., y Tomasello, M. (2005). The acquisition of complement clause constructions: A sentence repetition study. Proceedings of the 32nd Stanford Child Language Forum, 50-59.
• Kidd, E., Lieven, E., y Tomasello, M. (2006). Examining the role of lexical frequency in the acquisition and processing of sentential complements. Cognitive Development 21, 93-107.
• Limber, J. (1973). The genesis of complex sentences. In T. E. Moore (Ed.), Cognitive development and the acquisition of language (pp. 169-185). New York, NY: Academic Press.
• Lind, S. E. y Bowler, D. M. (2009). Language and theory of mind in autism spectrum disorder: The relationship between complement syntax and false belief task performance. Journal of Autism and Developmental Disorders, 39 (6), 929-937.
• Lohmann, H., y Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.
• Low, J. (2010). Preschoolers' implicit and explicit false-belief understanding: relations with complex syntactical mastery. Child Development, 81 (2), 597-615.
• Miller, C. A. (2004). False belief and sentence complement performance in children with specific language impairment. International Journal of Language & Communication Disorders, 39 (2), 191-213.
• Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15, 142-154.
• Miller, C. A., y Verrilli, S. (2005). Case studies of sentence complement raining and false belief performance. Contemporary Issues in Communication Sciences and Disorders, 32, 43-52.
• Milligan, K., Astington, J. W., y Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 77, 622-646.
• Papafragou, A., Cassidy, K., y Gleitman, L. (2007). When we think about thinking: The acquisition of belief verbs. Cognition 105, 125-165.
• Paynter, J., y Peterson, C. (2010). Language and ToM development in autism versus Asperger syndrome: Contrasting influences of syntactic versus/semantic maturity. Research in Autism Spectrum Disorders, 4 (3), 377-385.
• Perner, J., Sprung, M., Zauner, P., y Haider, H. (2003). Want-that is understood well before think-that, say-that, and false belief: A test of de Villiers' linguistic determinism on German speaking children. Child Development, 74, 179-188.
• Pons, F., Harris, P. L., y de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organizations. European Journal of Developmental Psychology, 1, 127-152.
• Resches, M., Serrat, E., Rostan, C. y Esteban, M. (2010). Lenguaje y teoría de la mente: una aproximación multidimensional. Infancia y Aprendizaje, 33 (3), 315-333.
• Segal, G. (1998). Representing representations. En P. Carruthers y J. Boucher (Eds.), Language and thought: Interdisciplinary themes (pp. 146-161). New York: Cambridge University Press.
• Serrat, E., Rostan, C., Vallès-Majoral, E., Esteban, M., Sidera, F., y Serrano, J. (en prensa) Labelling improves false belief understanding. A training study. Spanish Journal of Psychology.
• Sidera, F., Serrat, E., Rostan, C., y Sanz-Torrent, M. (2011). Do Children Realize That Pretend Emotions Might Be Unreal? The Journal of Genetic Psychology: Research and Theory on Human Development, 172, 40-55.
• Schick, B., de Villiers, P., de Villiers, J., y Hoffmeister, R. (2007). Language and theory of mind: A study of deal children. Child Development, 78, 376-396.
• Slade, L. y Ruffman, T. (2005). How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief. British Journal of Developmental Psychology, 23, 1-26.
• Stephens, J. (2006). Longer-term aspects of the language development of children with cochlear implants. Audiological Medecine, 4, 151-163.
• Tager-Flusberg, H. y Joseph, R. (2005). How language facilitates the acquisition of false belief in children with autism. En J. Astington y J. Baird (Eds.), Why Language Matters for Theory of Mind (298-318). New York: Oxford University Press.
• Wellman, H. M., Cross, D., y Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72,655-684.
• Wellman, H. M. y Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523-541.