Subjuntivo y conciencia de la subjetividad en la adquisición infantil del lenguaje y la teoría de la mente

Language acquisition consists of both learning language-specific forms and structures, as well as mastering the ability to make use of these forms for communication. From this perspective, language is included among the many processes involved in the development of theory of mind (ToM) that is, the capacity to understand subjectivity and the mental life of self and others, including understanding of desires, false beliefs, and informational source. This article proposes that the developmental connection between language and ToM is not limited to pragmatics, but has implications for semantic development in several grammatical domains, including mood and evidenciality. These are grammatical markers that represent the epistemic evaluation of the speaker towards the propositions uttered. It is proposed that subjunctive in Spanish-speaking children shows a functional delay, and that the source of this delay is to be found in cognitive development in the area of theory of mind. A review of several studies on the acquisition of the subjunctive by preschool-aged children shows that children acquire the subjunctive forms, but present a functional deficit in the use of these forms. Some of these studies directly examine the association between theory of mind and subjunctive use in temporal and relative clauses, as well as in other types of subordinate clauses. The review concludes there is a developmental link between the functional deficit in the use of Spanish subjunctive and ToM development.