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Abstract Theory of mind is the capacity for understanding how thoughts and feelings relate to what others say and do. This book focuses on a problem that has received extensive empirical and theoretical attention for decades: What are the multiple ways that language is connected to theory of mind? The book provides comprehensive and definitive coverage of that question. It considers the empirical challenges posed by the multifaceted nature of the theory of mind and language constructs. The book thoroughly discusses theory of mind development in relation to caregivers’ talk about the mind, children’s language acquisition, the development of social-communication skills in infancy and childhood, and children’s experiences with narratives. Uncovering the mechanisms responsible for theory of mind development is a longstanding concern in the field. Throughout the book, the authors address whether language is a mechanism that produces change and variation in children’s theory of mind. In doing so, a picture emerges of what we know, and what we still need to know, about the role of language in theory of mind. The large and diverse literature extends from psychology into other disciplines that include education and linguistics. Coverage focuses primarily on childhood, but incorporates findings across the lifespan, from infancy to adulthood. The book integrates research and theory on language and theory of mind into a cohesive presentation for professional researchers, graduate students, and practitioners.