Communicative interactions, knowledge of a second language, and theory of mind in young children.

In this study, the authors explored the effect that particular patterns of communicative interactions may have on young children's understanding of representations and the link between knowledge of a 2nd language and theory of mind. The authors tested 140 single language users and 57 dual language users (aged 3-4 years old) on a deceptive task with 3 experimental conditions. In the deceptive-context condition, an experimenter made a reference to the deceptive object. In the older peer condition, an experimenter made a reference to an older child who was actively participating in the experimental manipulations. In the deceptive-interaction condition, the experimenter made reference to his or her own deceptive interventions. The most significant finding was that knowledge of a 2nd language significantly improved young children's understanding of both mental and nonmental representations. Moreover, the results indicated that an experimenter's reference to a deceptive interaction greatly facilitated 3-year-old children's understanding of false belief.