We examined the relations between the referent of parents and preschoolers’ mental state talk during a collaborative puzzle‐solving task (N = 146 dyads; n = 81 3‐year‐olds, n = 65 4‐year‐olds). The results showed that parents’ references to their own knowledge and beliefs (self‐referent cognitive talk), and references to their child’s knowledge and beliefs (child‐referent cognitive talk) were both related to children’s (primarily self‐referent) cognitive talk. We then tested whether any of the observed relations could be explained by the presence of conflicting perspectives within the collaborative interaction. Mediational analyses revealed that conflicting perspectives mediated the positive relation between parents’ production of self‐referent cognitive talk and child cognitive talk. By contrast, the positive relation between parents’ production of child‐referent cognitive talk and child cognitive talk did not depend on the presence of this type of conflict. These findings highlight an important mechanism through which parents’ references to their own mind might promote children’s developing mental state talk in collaborative contexts.

中文翻译：

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在协作过程中，相互矛盾的观点调解了父母与学龄前儿童自我指称的心理状态谈话之间的关系。

我们在解决难题的协作任务中检查了父母的推荐人与学龄前儿童心理状态谈话之间的关系（N  = 146个双胞胎；n  = 81个3岁的儿童，n = 65岁（4岁）。结果表明，父母对自己的知识和信念的引用（自我指称的认知对话），以及对孩子的知识和信念的引用（对儿童指称的认知对话）都与孩子的（主要是自我指称的）认知对话有关。然后，我们测试了在协作交互中是否存在冲突的观点可以解释任何观察到的关系。中介分析表明，相互矛盾的观点介导了父母的自指认知能力和儿童认知能力之间的正向关系。相比之下，父母对儿童的认知谈话和儿童的认知谈话之间的积极关系并不取决于这种冲突的存在。