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Cognition and Emotion Volume 9, 1995 - Issue 2-3
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Original Articles

Theory of mind development and social understanding

Janet Wilde Astington Institute of Child Study, University of Toronto, Canada
&
Jennifer M. Jenkins Institute of Child Study, University of Toronto, Canada
Pages 151-165 | Published online: 07 Jan 2008

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Fang Li, Yong Jiang, Beibei Zhang, Xingjian Zhu & Tianyan Sha. (2023) The relationship between theory of mind and social competence with peers in Chinese urban preschoolers: the effects of rater, age, and gender. Early Child Development and Care 193:3, pages 432-446.
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Brittany N. Thompson & Thalia R. Goldstein. (2022) Observing the Developmental Progression of Pretend Play across the Preschool Years. Journal of Cognition and Development 23:4, pages 482-502.
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Inouk E. Boerma, Suzanne E. Mol & Jelle Jolles. (2017) The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders’ Reading Comprehension. Scientific Studies of Reading 21:3, pages 179-193.
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Joan Peskin, Julie Comay, Xi Chen & Carly Prusky. (2016) Does Theory of Mind in Pre-kindergarten Predict the Ability to Think About a Reader’s Mind in Elementary School Compositions? A Longitudinal Study. Journal of Cognition and Development 17:3, pages 396-417.
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Emily J. Hopkins, Eric D. Smith, Deena Skolnick Weisberg & Angeline S. Lillard. (2016) The Development of Substitute Object Pretense: The Differential Importance of Form and Function. Journal of Cognition and Development 17:2, pages 197-220.
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Olivia N. Saracho. (2014) Theory of mind: understanding young children's pretence and mental states. Early Child Development and Care 184:8, pages 1281-1294.
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Carles Rostan, Francesc Sidera, Jèssica Serrano, Anna Amadó, Eduard Vallès-Majoral, Moisès Esteban & Elisabet Serrat. (2014) Fostering theory of mind development. Short- and medium-term effects of training false belief understanding / Favorecer el desarrollo de la teoría de la mente. Efectos a corto y medio plazo de un entrenamiento en comprensión de la falsa creencia. Journal for the Study of Education and Development 37:3, pages 498-529.
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Joane Deneault & Marcelle Ricard. (2013) Are Emotion and Mind Understanding Differently Linked to Young Children's Social Adjustment? Relationships Between Behavioral Consequences of Emotions, False Belief, and SCBE. The Journal of Genetic Psychology 174:1, pages 88-116.
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HenryM. Wellman. (2012) Theory of mind: Better methods, clearer findings, more development. European Journal of Developmental Psychology 9:3, pages 313-330.
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AmyA. Weimer, Julie Sallquist & RebeccaR. Bolnick. (2012) Young Children's Emotion Comprehension and Theory of Mind Understanding. Early Education and Development 23:3, pages 280-301.
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Emma Newton & Vickii Jenvey. (2011) Play and theory of mind: associations with social competence in young children. Early Child Development and Care 181:6, pages 761-773.
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Natalie D. Eggum, Nancy Eisenberg, Karen Kao, Tracy L. Spinrad, Rebecca Bolnick, Claire Hofer, Anne S. Kupfer & William V. Fabricius. (2011) Emotion understanding, theory of mind, and prosocial orientation: Relations over time in early childhood. The Journal of Positive Psychology 6:1, pages 4-16.
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Karin Ensink & LindaC. Mayes. (2010) The Development of Mentalisation in Children From a Theory of Mind Perspective. Psychoanalytic Inquiry 30:4, pages 301-337.
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Camilla Björklund. (2010) Broadening the horizon: toddlers’ strategies for learning mathematics. International Journal of Early Years Education 18:1, pages 71-84.
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MiekeP. Ketelaars, Marjolijn van Weerdenburg, Ludo Verhoeven, JulianeM. Cuperus & Kino Jansonius. (2010) Dynamics of the Theory of Mind construct: A developmental perspective. European Journal of Developmental Psychology 7:1, pages 85-103.
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Ana-Belén Górriz, Lidón Villanueva & Rosa-Ana Clemente. (2009) Comprensión de la mente y habilidades comunicativas en niños rechazados por sus iguales. Journal for the Study of Education and Development 32:1, pages 17-32.
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Marion Porath. (2009) Fostering social expertise in early childhood. Early Child Development and Care 179:1, pages 93-106.
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StephanieM. Carlson, Deniz Tahiroglu & Marjorie Taylor. (2008) Links Between Dissociation and Role Play in a Nonclinical Sample of Preschool Children. Journal of Trauma & Dissociation 9:2, pages 149-171.
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Joane Deneault, Marcelle Ricard, Thérèse Gouin Décarie, PierreL. Morin, Germain Quintal, Michel Boivin, RichardE. Tremblay & Daniel Pérusse. (2008) False belief and emotion understanding in monozygotic twins, dizygotic twins and non-twin children. Cognition and Emotion 22:4, pages 697-708.
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J.Benjamin Hinnant & Marion O'Brien. (2007) Cognitive and Emotional Control and Perspective Taking and Their Relations to Empathy in 5-Year-Old Children. The Journal of Genetic Psychology 168:3, pages 301-322.
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Claire Hughes, Serena Lecce & Charlotte Wilson. (2007) “Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends. Cognition and Emotion 21:2, pages 330-350.
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Marion Porath. (2006) The conceptual underpinnings of giftedness: developmental and educational implications. High Ability Studies 17:2, pages 145-158.
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Juan-Emilio Adrián, Rosa-Ana Clemente & Lidón Villanueva. (2006) Atribución emocional dependiente de creencias falsas: relaciones con la interacción social entre iguales y lenguaje de los niños. Journal for the Study of Education and Development 29:2, pages 191-201.
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Sue Walker. (2005) Gender Differences in the Relationship Between Young Children's Peer-Related Social Competence and Individual Differences in Theory of Mind. The Journal of Genetic Psychology 166:3, pages 297-312.
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Amy A. Weimer & Nicole R. Guajardo. (2005) False Belief, Emotion Understanding, and Social Skills Among Head Start and Non-Head Start Children. Early Education and Development 16:3, pages 341-366.
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Rachel Peters Razza & Clancy Blair. (2003) False-Belief Understanding in a Low-Income Population. Early Education and Development 14:4, pages 425-440.
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Lidón Villanueva, Rosa Ana Clemente & Francisco Juan García. (2002) La comprensión infantil de la mente y su relación con el problema del rechazo entre iguales. Journal for the Study of Education and Development 25:1, pages 85-100.
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Anne C. Watson, Kathleen M. Painter & Marc H. Bornstein. (2001) Longitudinal Relations Between 2-Year-Olds' Language and 4-Year-Olds' Theory of Mind. Journal of Cognition and Development 2:4, pages 449-457.
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Laura Capage & Anne C. Watson. (2001) Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children. Early Education and Development 12:4, pages 613-628.
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Angela Arnold, Randye J Semple, Ivan Beale & Claire M Fletcher-Flinn. (2000) Eye contact in children's social interactions: What is normal behaviour?. Journal of Intellectual & Developmental Disability 25:3, pages 207-216.
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Astrida L. Seja & Sandra W. Russ. (1999) Children's fantasy play and emotional understanding. Journal of Clinical Child Psychology 28:2, pages 269-277.
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Mark Meerum Terwogt. (1999) Children's Spontaneous Correction of False Beliefs in a Conversation Partner. International Journal of Behavioral Development 23:1, pages 113-124.
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Thomas Suddendorf, Claire Fletcher-flinn & Leah Johnston. (1999) Pantomime and Theory of Mind. The Journal of Genetic Psychology 160:1, pages 31-45.
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CarolynS.L Tan‐Niam, David Wood & Claire O'malley. (1998) A Cross‐cultural Perspective on Children's Theories of Mind and Social Interaction. Early Child Development and Care 144:1, pages 55-67.
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Marion Porath. (1997) Gifted children's understanding of intelligence∗ . Roeper Review 20:2, pages 95-98.
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