Citations (153)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (26)
Emiddia Longobardi, Pietro Spataro & Clelia Rossi-Arnaud. (2019) Direct and Indirect Associations of Empathy, Theory of Mind, and Language with Prosocial Behavior: Gender Differences in Primary School Children. The Journal of Genetic Psychology 180:6, pages 266-279.
Read now
Read now
Emiddia Longobardi, Pietro Spataro, Marta D’Alessandro & Rita Cerutti. (2017) Temperament Dimensions in Preschool Children: Links With Cognitive and Affective Theory of Mind. Early Education and Development 28:4, pages 377-395.
Read now
Read now
Lee A. Annotti & Hedwig Teglasi. (2017) Functioning in the Real World: Using Storytelling to Improve Validity in the Assessment of Executive Functions. Journal of Personality Assessment 99:3, pages 254-264.
Read now
Read now
Emiddia Longobardi, Pietro Spataro & Clelia Rossi-Arnaud. (2016) Relations between theory of mind, mental state language and social adjustment in primary school children. European Journal of Developmental Psychology 13:4, pages 424-438.
Read now
Read now
Ada Cigala, Arianna Mori & Francesca Fangareggi. (2015) Learning others' point of view: perspective taking and prosocial behaviour in preschoolers. Early Child Development and Care 185:8, pages 1199-1215.
Read now
Read now
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.
Read now
Read now
EricD. Smith, ZoëA. Englander, AngelineS. Lillard & JamesP. Morris. (2013) Cortical mechanisms of pretense observation. Social Neuroscience 8:4, pages 356-368.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Karin Ensink & LindaC. Mayes. (2010) The Development of Mentalisation in Children From a Theory of Mind Perspective. Psychoanalytic Inquiry 30:4, pages 301-337.
Read now
Read now
Anne Greig, Helen Minnis, Reuben Millward, Claire Sinclair, Eilis Kennedy, Kate Towlson, Warren Reid & Jonathan Hill. (2008) Relationships and learning: a review and investigation of narrative coherence in looked‐after children in primary school. Educational Psychology in Practice 24:1, pages 13-27.
Read now
Read now
AngelaC. Davis-Unger & S.M. Carlson. (2008) Development of Teaching Skills and Relations to Theory of Mind in Preschoolers. Journal of Cognition and Development 9:1, pages 26-45.
Read now
Read now
Mohamed
Taha Mohamed & Charles Clifton$suffix/text()$suffix/text(). (2007) Processing Inferential Causal Statements: Theoretical Refinements and the Role of Verb Type. Discourse Processes 45:1, pages 24-51.
Read now
Read now
Jennifer Saltzman-Benaiah & ChristopherE. Lalonde. (2007) Developing Clinically Suitable Measures of Social Cognition for Children: Initial Findings from a Normative Sample. The Clinical Neuropsychologist 21:2, pages 294-317.
Read now
Read now
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.
Read now
Read now
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.
Read now
Read now
Gun Persson. (2005) Developmental perspectives on prosocial and aggressive motives in preschoolers' peer interactions. International Journal of Behavioral Development 29:1, pages 80-91.
Read now
Read now
Rachel Peters Razza & Clancy Blair. (2003) False-Belief Understanding in a Low-Income Population. Early Education and Development 14:4, pages 425-440.
Read now
Read now
Heather A. Holmes-Lonergan. (2003) Understanding of Affective False Beliefs, Perceptions of Parental Discipline, and Classroom Behavior in Children from Head Start. Early Education and Development 14:1, pages 29-46.
Read now
Read now
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.
Read now
Read now
William Turnbull & Jeremy I. M. Carpendale. (2001) Talk and the Development of Social Understanding. Early Education and Development 12:3, pages 455-478.
Read now
Read now
Thomas Suddendorf & Claire M. Fletcher-Flinn. (1999) Children's Divergent Thinking Improves When They Understand False Beliefs. Creativity Research Journal 12:2, pages 115-128.
Read now
Read now
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.
Read now
Read now
Thomas Suddendorf, Claire Fletcher-flinn & Leah Johnston. (1999) Pantomime and Theory of Mind. The Journal of Genetic Psychology 160:1, pages 31-45.
Read now
Read now
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.
Read now
Read now
Articles from other publishers (127)
Ze Hong. (2024) The cognitive origin and cultural evolution of taboos in human societies. Journal of the Royal Anthropological Institute.
Crossref
Crossref
Cong Xin, Danyang Li, Yuanxia Zheng, Zhongqi Chen & Guoxiong Liu. (2023) Profiles of different domains of the theory of mind among rural preschoolers. Current Psychology 43:3, pages 2650-2666.
Crossref
Crossref
Elizabeth C Langer & Peter K Crume. (2024) Classroom Discourse: What Is Conveyed Through Educational Interpretation. Journal of Deaf Studies and Deaf Education 29:1, pages 40-59.
Crossref
Crossref
Ümit Savaş TAŞKESEN, Mehmet Ali GENÇ & Serdar DANIŞ. (2023) Otizm Spektrum Bozukluğu Olan Bireylerin Resimlerinin İncelenmesi. Milli Eğitim Dergisi 52:239, pages 2033-2052.
Crossref
Crossref
David M. Sobel. (2023) Understanding pretense as causal inference. Developmental Review 68, pages 101065.
Crossref
Crossref
Nicole R. Guajardo, Brooke Nixon, Lauren Royster & Renee Roccato. (2022) The roles of behavioral and affective cues and false belief in children’s trait attributions. Journal of Experimental Child Psychology 222, pages 105475.
Crossref
Crossref
Ada Cigala & Arianna Mori. (2022) Perspective Taking Ability in Psychologically Maltreated Children: A Protective Factor in Peer Social Adjustment. Frontiers in Psychology 13.
Crossref
Crossref
Rory T. Devine & Ian A. Apperly. (2021) Willing and able? Theory of mind, social motivation, and social competence in middle childhood and early adolescence. Developmental Science 25:1.
Crossref
Crossref
Sofia I. Cardenas, Sarah A. Stoycos, Pia Sellery, Narcis Marshall, Hannah Khoddam, Jonas Kaplan, Diane Goldenberg & Darby E. Saxbe. (2021) Theory of mind processing in expectant fathers: Associations with prenatal oxytocin and parental attunement. Developmental Psychobiology 63:5, pages 1549-1567.
Crossref
Crossref
Michelle Kosch. (2021) Fichte on Summons and Self-Consciousness. Mind 130:517, pages 215-249.
Crossref
Crossref
Philip R Doyle, Leigh Clark & Benjamin R. Cowan. (2021) What Do We See in Them? Identifying Dimensions of Partner Models for Speech Interfaces Using a Psycholexical Approach. What Do We See in Them? Identifying Dimensions of Partner Models for Speech Interfaces Using a Psycholexical Approach.
Amy A. Weimer, Katherine Rice Warnell, Idean Ettekal, Kelly B. Cartwright, Nicole R. Guajardo & Jeffrey Liew. (2021) Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model. Developmental Review 59, pages 100945.
Crossref
Crossref
Miguel M. Terradas, David Poulin-Latulippe, Dominique Paradis & Olivier Didier. (2021) Impact of early relational trauma on children's mentalizing capacity and play: A clinical illustration. European Journal of Trauma & Dissociation 5:1, pages 100160.
Crossref
Crossref
K. Rothermich, O. Caivano, L.J. Knoll & V. Talwar. (2019) Do They Really Mean It? Children’s Inference of Speaker Intentions and the Role of Age and Gender. Language and Speech 63:4, pages 689-712.
Crossref
Crossref
Amy L. Paine, Rebecca Cannings‐John, Susan Channon, Fiona Lugg‐Widger, Cerith S. Waters & Michael Robling. (2020) Assessing the impact of a family nurse‐led intervention on young mothers’ references to internal states. Infant Mental Health Journal 41:4, pages 463-476.
Crossref
Crossref
Gina Austin, Rebecca Bondü & Birgit Elsner. (2020) Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood. Frontiers in Psychology 11.
Crossref
Crossref
Stéphanie Fournier, Miguel M. Terradas & Rosalie Guillemette. (2019) Traumas relationnels précoces, représentations d’attachement et mentalisation chez l’enfant : mise à jour des connaissances et application au contexte de protection de la jeunesse. La psychiatrie de l'enfant Vol. 62:2, pages 431-451.
Crossref
Crossref
Amanda L. Shamblaw, Jeannette E. Benson, Kate L. Harkness & Mark A. Sabbagh. (2019) Maternal depression and children’s false belief understanding. Social Development 28:4, pages 927-941.
Crossref
Crossref
Candida C. Peterson & Henry M. Wellman. (2018) Explaining the Unpredictable: The Development of Causal Theories of Mind in Deaf and Hearing Children. Child Development 90:6.
Crossref
Crossref
Brittany N. Thompson & Thalia R. Goldstein. (2019) Disentangling pretend play measurement: Defining the essential elements and developmental progression of pretense. Developmental Review 52, pages 24-41.
Crossref
Crossref
Carolyn Brockmeyer Cates & Ageliki Nicolopoulou. 2019. Narrative, Literacy and Other Skills. Narrative, Literacy and Other Skills
149
169
.
Evren Etel & Virginia Slaughter. (2019) Theory of mind and peer cooperation in two play contexts. Journal of Applied Developmental Psychology 60, pages 87-95.
Crossref
Crossref
Dominika Wiśniewska. (2018) Teoria umysłu u dzieci głuchych – przegląd badań. Educational Psychology 55:13, pages 55-69.
Crossref
Crossref
Ana Luísa Barreto, Ana Osório, Joana Baptista, Pasco Fearon & Carla Martins. (2017) Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour. Infant and Child Development 27:2.
Crossref
Crossref
G. Simcock, S. Kildea, G. Elgbeili, D. P. Laplante, V. Cobham & S. King. (2017) Prenatal maternal stress shapes children’s theory of mind: the QF2011 Queensland Flood Study. Journal of Developmental Origins of Health and Disease 8:4, pages 483-492.
Crossref
Crossref
Virginia Tompkins, Jessica A.R. Logan, Daniel F. Blosser & Kaylin Duffy. (2017) Child language and parent discipline mediate the relation between family income and false belief understanding. Journal of Experimental Child Psychology 158, pages 1-18.
Crossref
Crossref
Irem Korucu, Bilge Selcuk & Mehmet Harma. (2017) Self-Regulation: Relations with Theory of Mind and Social Behaviour. Infant and Child Development 26:3, pages e1988.
Crossref
Crossref
Jennifer LaBounty, Lindsey Bosse, Stephanie Savicki, Jaline King & Sophie Eisenstat. (2017) Relationship between Social Cognition and Temperament in Preschool-aged Children. Infant and Child Development 26:2, pages e1981.
Crossref
Crossref
Amy A. Weimer, Susan J. Parault Dowds, William V. Fabricius, Paula J. Schwanenflugel & Go Woon Suh. (2017) Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior. Journal of Experimental Child Psychology 154, pages 28-45.
Crossref
Crossref
S.A.J. Birch, V. Li, T. Haddock, S.E. Ghrear, P. Brosseau-Liard, A. Baimel & M. Whyte. 2017.
185
226
.
Karen Milligan, Annabel Sibalis, Ashley Morgan & Marjory Phillips. 2017. Handbook of Childhood Psychopathology and Developmental Disabilities Treatment. Handbook of Childhood Psychopathology and Developmental Disabilities Treatment
301
320
.
Constance Vissers & Sophieke Koolen. (2016) Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment. Frontiers in Psychology 7.
Crossref
Crossref
Brenda L. Lundy & Gracee Fyfe. (2015) Preschoolers' Mind‐related Comments During Collaborative Problem‐solving: Parental Contributions and Developmental Outcomes. Social Development 25:4, pages 722-741.
Crossref
Crossref
S. L. Bosacki. 2016. Social Cognition in Middle Childhood and Adolescence. Social Cognition in Middle Childhood and Adolescence
157
187
.
S. L. Bosacki. 2016. Social Cognition in Middle Childhood and Adolescence. Social Cognition in Middle Childhood and Adolescence
34
53
.
S. L. Bosacki. 2016. Social Cognition in Middle Childhood and Adolescence. Social Cognition in Middle Childhood and Adolescence
15
33
.
Sarah A. Gerson, Harold Bekkering & Sabine Hunnius. (2016) Social context influences planning ahead in three-year-olds. Cognitive Development 40, pages 120-131.
Crossref
Crossref
David M. Sobel & Joseph L. Austerweil. (2016) Coding choices affect the analyses of a false belief measure. Cognitive Development 40, pages 9-23.
Crossref
Crossref
Candida C. Peterson, Karin O’Reilly & Henry M. Wellman. (2016) Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood. Journal of Experimental Child Psychology 149, pages 146-158.
Crossref
Crossref
Giuliana Pinto, Christian Tarchi, Beatrice Accorti Gamannossi & Lucia Bigozzi. (2016) Mental state talk in children's face-to-face and telephone narratives. Journal of Applied Developmental Psychology 44, pages 21-27.
Crossref
Crossref
Nicole R. Guajardo & Kelly B. Cartwright. (2016) The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Journal of Experimental Child Psychology 144, pages 27-45.
Crossref
Crossref
Elena Pujals, Santiago Batlle, Ester Camprodon, Sílvia Pujals, Xavier Estrada, Marta Aceña, Araitz Petrizan, Lurdes Duñó, Josep Martí, Luis Miguel Martin & Víctor Pérez-Solá. (2015) Brief Report: Translation and Adaptation of the Theory of Mind Inventory to Spanish. Journal of Autism and Developmental Disorders 46:2, pages 685-690.
Crossref
Crossref
Rebecca A. Dore, Eric D. Smith & Angeline S. Lillard. (2015) How is theory of mind useful? Perhaps to enable social pretend play. Frontiers in Psychology 6.
Crossref
Crossref
Virginia Tompkins. (2015) Improving low-income preschoolers’ theory of mind: A training study. Cognitive Development 36, pages 1-19.
Crossref
Crossref
Claire Hughes & Rory T. Devine. 2015. Handbook of Child Psychology and Developmental Science. Handbook of Child Psychology and Developmental Science
1
46
.
Jeremy I. M. Carpendale & Charlie Lewis. 2015. Handbook of Child Psychology and Developmental Science. Handbook of Child Psychology and Developmental Science
1
44
.
Sandra Leanne Bosacki. (2014) Children's Theory of Mind, Self‐Perceptions, and Peer Relations: A Longitudinal Study. Infant and Child Development 24:2, pages 175-188.
Crossref
Crossref
Zita Gál & László Kis. (2015) Relationship Between Person- and Situation-Based Social Problem Solving and Theory of Mind Among 4- to 6-year-olds. Magyar Pedagógia 115:4, pages 297-318.
Crossref
Crossref
Elian Fink, Sander Begeer, Caroline Hunt & Marc de Rosnay. (2014) False‐Belief Understanding and Social Preference Over the First 2 Years of School: A Longitudinal Study. Child Development 85:6, pages 2389-2403.
Crossref
Crossref
MARC DE ROSNAY, ELIAN FINK, SANDER BEGEER, VIRGINIA SLAUGHTER & CANDIDA PETERSON. (2013) Talking theory of mind talk: young school-aged children's everyday conversation and understanding of mind and emotion. Journal of Child Language 41:5, pages 1179-1193.
Crossref
Crossref
Francesc Sidera, Elisabet Serrat & Anna Amadó. (2014) Children’s understanding of pretend emotions: The role of the vocabulary and the syntax of complementation with cognitive and communicative verbs. L’Année psychologique Vol. 114:2, pages 231-249.
Crossref
Crossref
Barlow C. Wright & Janina Mahfoud. (2013) A teacher‐centered exploration of the relevance of social factors to theory of mind development. Scandinavian Journal of Psychology 55:1, pages 17-25.
Crossref
Crossref
Adel C. Najdowski, Evelyn R. Gould, Taira M. Lanagan & Michele R. Bishop. 2014. Handbook of Early Intervention for Autism Spectrum Disorders. Handbook of Early Intervention for Autism Spectrum Disorders
179
204
.
Brenda L. Lundy. (2012) Paternal and Maternal Mind‐mindedness and Preschoolers' Theory of Mind: The Mediating Role of Interactional Attunement. Social Development 22:1, pages 58-74.
Crossref
Crossref
Catherine Fiasse & Nathalie Nader-Grosbois. (2012) Perceived social acceptance, theory of mind and social adjustment in children with intellectual disabilities. Research in Developmental Disabilities 33:6, pages 1871-1880.
Crossref
Crossref
Leila Bensalah, Marie Olivier & Nicolas Stefaniak. (2012) Acquisition of the concept of teaching and its relationship with theory of mind in French 3- to 6-year olds. Teaching and Teacher Education 28:3, pages 303-311.
Crossref
Crossref
Tiffany L. Hutchins, Patricia A. Prelock & Laura Bonazinga. (2011) Psychometric Evaluation of the Theory of Mind Inventory (ToMI): A Study of Typically Developing Children and Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 42:3, pages 327-341.
Crossref
Crossref
Joann P. Benigno & M. Jeffrey Farrar. (2011) Determinants of Joint Attention in Young Siblings' Play. Infant and Child Development 21:2, pages 160-174.
Crossref
Crossref
Bradford H. PillowBradford H. Pillow. 2012. Children’s Discovery of the Active Mind. Children’s Discovery of the Active Mind
91
99
.
Robin Banerjee, Dawn Watling & Marcella Caputi. (2011) Peer Relations and the Understanding of Faux Pas: Longitudinal Evidence for Bidirectional Associations. Child Development 82:6, pages 1887-1905.
Crossref
Crossref
Karen Bartsch, Christine E. Wade & David Estes. (2011) Children's Attention to Others' Beliefs during Persuasion: Improvised and Selected Arguments to Puppets and People. Social Development 20:2, pages 316-333.
Crossref
Crossref
Henry M. Wellman, Fuxi Fang & Candida C. Peterson. (2011) Sequential Progressions in a Theory-of-Mind Scale: Longitudinal Perspectives. Child Development 82:3, pages 780-792.
Crossref
Crossref
Henry M. Wellman, Jonathan D. Lane, Jennifer LaBounty & Sheryl L. Olson. (2011) Observant, nonaggressive temperament predicts theory‐of‐mind development. Developmental Science 14:2, pages 319-326.
Crossref
Crossref
Anne Henning, Frank M. Spinath & Gisa Aschersleben. (2011) The link between preschoolers’ executive function and theory of mind and the role of epistemic states. Journal of Experimental Child Psychology 108:3, pages 513-531.
Crossref
Crossref
Elizabeth S. Nilsen & Agnieszka M. Fecica. (2011) A model of communicative perspective-taking for typical and atypical populations of children. Developmental Review 31:1, pages 55-78.
Crossref
Crossref
Nathalie Nader-Grosbois. 2011. La théorie de l'esprit. La théorie de l'esprit
403
464
.
Annie Renouf, Mara Brendgen, Jean R. Séguin, Frank Vitaro, Michel Boivin, Ginette Dionne, Richard E. Tremblay & Daniel Pérusse. (2010) Interactive Links Between Theory of Mind, Peer Victimization, and Reactive and Proactive Aggression. Journal of Abnormal Child Psychology 38:8, pages 1109-1123.
Crossref
Crossref
David M. Sobel, David W. Buchanan, Jesse Butterfield & Odest Chadwicke Jenkins. (2010) Interactions between causal models, theories, and social cognitive development. Neural Networks 23:8-9, pages 1060-1071.
Crossref
Crossref
Angeline Lillard, Ashley M. Pinkham & Eric Smith. 2010. The Wiley‐Blackwell Handbook of Childhood Cognitive Development. The Wiley‐Blackwell Handbook of Childhood Cognitive Development
285
311
.
Henry M. Wellman. 2010. The Wiley‐Blackwell Handbook of Childhood Cognitive Development. The Wiley‐Blackwell Handbook of Childhood Cognitive Development
258
284
.
Jeremy I. M. Carpendale & Charlie Lewis. 2010. The Handbook of Life‐Span Development. The Handbook of Life‐Span Development.
Bryan W. Sokol, Stuart I. Hammond & Marvin W. Berkowitz. 2010. International Research Handbook on Values Education and Student Wellbeing. International Research Handbook on Values Education and Student Wellbeing
579
603
.
Plousia Misailidi. 2010. Trends and Prospects in Metacognition Research. Trends and Prospects in Metacognition Research
279
291
.
Charlie Lewis, Masuo Koyasu, Seungmi Oh, Ayako Ogawa, Benjamin Short & Zhao Huang. (2009) Culture, executive function, and social understanding. New Directions for Child and Adolescent Development 2009:123, pages 69-85.
Crossref
Crossref
Fu-Xi FANG, Wellman Henry M.Yu-Juan LIU, Guo-Xiong LIU & Rong KANG. (2009) Longitudinal Perspectives: The Sequences of Theory-of-Mind Development in Chinese Preschoolers. Acta Psychologica Sinica 41:8, pages 706-714.
Crossref
Crossref
Nicole R. Guajardo, Jessica Parker & Kandi Turley‐Ames. (2010) Associations among false belief understanding, counterfactual reasoning, and executive function. British Journal of Developmental Psychology 27:3, pages 681-702.
Crossref
Crossref
Kristen L. Frampton, Michal Perlman & Jennifer M. Jenkins. (2009) Caregivers’ use of metacognitive language in child care centers: Prevalence and predictors. Early Childhood Research Quarterly 24:3, pages 248-262.
Crossref
Crossref
Candida C. Peterson, Michelle Garnett, Adrian Kelly & Tony Attwood. (2008) Everyday social and conversation applications of theory-of-mind understanding by children with autism-spectrum disorders or typical development. European Child & Adolescent Psychiatry 18:2, pages 105-115.
Crossref
Crossref
Jennifer Amsterlaw, Kristin Hansen Lagattuta & Andrew N. Meltzoff. (2009) Young Children’s Reasoning About the Effects of Emotional and Physiological States on Academic Performance. Child Development 80:1, pages 115-133.
Crossref
Crossref
Nicole R. Guajardo, Gregory Snyder & Rachel Petersen. (2008) Relationships among parenting practices, parental stress, child behaviour, and children's social‐cognitive development. Infant and Child Development 18:1, pages 37-60.
Crossref
Crossref
Jaisun Koo, Myung-Sook Chung, Sang-Gyu Park, 박수진, 김경미, 양혜영, 조경자, Hei-Rhee Ghim & 한미영. (2008) Differences of Mind-reading Ability between Juvenile Offenders and Normal Adolescents. 한국심리학회지: 사회및성격 22:4, pages 43-57.
Crossref
Crossref
Gisa Aschersleben, Tanja Hofer & Bianca Jovanovic. (2008) The link between infant attention to goal‐directed action and later theory of mind abilities. Developmental Science 11:6, pages 862-868.
Crossref
Crossref
Jaisun Koo, 최현옥, 이수미, 김경미, 정명숙, Hei-Rhee Ghim & Haeyoung Yang. (2008) Adolescents' Understanding of Mind and Social Interaction. 한국심리학회지: 사회및성격 22:2, pages 17-33.
Crossref
Crossref
조미애, 이승복 & Hei-Rhee Ghim. (2008) The Effect of Art Activity based on Theory of Mind on the Children's Social Skill. Korean Journal of Art Therapy 15:1, pages 25-46.
Crossref
Crossref
Tiffany L. Hutchins, Laura A. Bonazinga, Patricia A. Prelock & Rebecca S. Taylor. (2007) Beyond False Beliefs: The Development and Psychometric Evaluation of the Perceptions of Children’s Theory of Mind Measure—Experimental Version (PCToMM-E). Journal of Autism and Developmental Disorders 38:1, pages 143-155.
Crossref
Crossref
Candida C. Peterson, Virginia P. Slaughter & Jessica Paynter. (2007) Social maturity and theory of mind in typically developing children and those on the autism spectrum. Journal of Child Psychology and Psychiatry 48:12, pages 1243-1250.
Crossref
Crossref
Nancy Eisenberg, Richard A. Fabes & Tracy L. Spinrad. 2007. Handbook of Child Psychology. Handbook of Child Psychology.
Anne Greig. (2007) A framework for the delivery of cognitive behaviour therapy in the educational psychology context. Educational and Child Psychology 24:1, pages 19-35.
Crossref
Crossref
Rebecca Stetson Werner, Kimberly Wright Cassidy & Mariel Juliano. (2010) The role of social‐cognitive abilities in preschoolers' aggressive behaviour. British Journal of Developmental Psychology 24:4, pages 775-799.
Crossref
Crossref
Nathaniel R. Riggs, Laudan B. Jahromi, Rachel P. Razza, Janean E. Dillworth-Bart & Ulrich Mueller. (2006) Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology 27:4, pages 300-309.
Crossref
Crossref
Claire Hughes, Keiko K. Fujisawa, Rosie Ensor, Serena Lecce & Rachel Marfleet. (2010) Cooperation and conversations about the mind: A study of individual differences in 2‐year‐olds and their siblings. British Journal of Developmental Psychology 24:1, pages 53-72.
Crossref
Crossref
Ted Ruffman, Lance Slade, Kerry Devitt & Elena Crowe. (2010) What mothers say and what they do: The relation between parenting, theory of mind, language and conflict/cooperation. British Journal of Developmental Psychology 24:1, pages 105-124.
Crossref
Crossref
Gil Diesendruck & Adar Ben-Eliyahu. (2016) The relationships among social cognition, peer acceptance, and social behavior in Israeli kindergarteners. International Journal of Behavioral Development 30:2, pages 137-147.
Crossref
Crossref
Cecilia Wainryb & Beverly A. Brehl. 2006. Advances in Child Development and Behavior Volume 34. Advances in Child Development and Behavior Volume 34
131
171
.
Alessandro Antonietti, Olga Liverta-Sempio, Antonella Marchetti & Janet W. Astington. 2006. Theory of Mind and Language in Developmental Contexts. Theory of Mind and Language in Developmental Contexts
1
30
.
Peter Fonagy. 2006. Handbook of Mentalization‐Based Treatment. Handbook of Mentalization‐Based Treatment
51
99
.
Nadia Gauducheau & Frédérique Cuisinier. (2005) Peer’s mental states in a collaborative setting: Developmental perspective on children’s inferential abilities. European Journal of Psychology of Education 20:4, pages 389-407.
Crossref
Crossref
Angelica Ronald, Francesca Happé, Claire Hughes & Robert Plomin. (2005) Nice and Nasty Theory of Mind in Preschool Children: Nature and Nurture. Social Development 14:4, pages 664-684.
Crossref
Crossref
Pamela W. Garner, Stephanie M. Curenton & Kelli Taylor. (2016) Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds. International Journal of Behavioral Development 29:4, pages 271-281.
Crossref
Crossref
Lynne M. Binnie. (2005) TOM goes to school: Theory of mind understanding and its link to schooling. Educational and Child Psychology 22:4, pages 81-93.
Crossref
Crossref
Claire Hughes & Sue Leekam. (2004) What are the Links Between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development. Social Development 13:4, pages 590-619.
Crossref
Crossref
Henry M. Wellman, Ann T. Phillips, Sarah Dunphy‐Lelii & Nicole LaLonde. (2004) Infant social attention predicts preschool social cognition. Developmental Science 7:3, pages 283-288.
Crossref
Crossref
Douglas K Symons. (2004) Mental state discourse, theory of mind, and the internalization of self–other understanding. Developmental Review 24:2, pages 159-188.
Crossref
Crossref
David M. Sobel. (2004) Children's Developing Knowledge of the Relationship Between Mental Awareness and Pretense. Child Development 75:3, pages 704-729.
Crossref
Crossref
Nicola Jervis & Martyn Baker. (2004) Clinical and Research Implications of an Investigation into Theory of Mind (TOM) Task Performance in Children and Adults with Non‐specific Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities 17:1, pages 49-57.
Crossref
Crossref
Henry M. Wellman & David Liu. (2004) Scaling of Theory‐of‐Mind Tasks. Child Development 75:2, pages 523-541.
Crossref
Crossref
Nicole R. Guajardo & Kandi Jo Turley-Ames. (2004) Preschoolers’ generation of different types of counterfactual statements and theory of mind understanding. Cognitive Development 19:1, pages 53-80.
Crossref
Crossref
Joan Peskin & Vittoria Ardino. (2003) Representing the Mental World in Children's Social Behavior: Playing Hide‐and‐Seek and Keeping a Secret. Social Development 12:4, pages 496-512.
Crossref
Crossref
Kimberly Wright Cassidy, Rebecca Stetson Werner, Mary Rourke, Lynn S. Zubernis & Geetha Balaraman. (2003) The Relationship Between Psychological Understanding and Positive Social Behaviors. Social Development 12:2, pages 198-221.
Crossref
Crossref
Carleen M Fahie & Douglas K Symons. (2003) Executive functioning and theory of mind in children clinically referred for attention and behavior problems. Journal of Applied Developmental Psychology 24:1, pages 51-73.
Crossref
Crossref
Edward B. Royzman, Kimberly Wright Cassidy & Jonathan Baron. (2003) “I Know, you Know”: Epistemic Egocentrism in Children and Adults. Review of General Psychology 7:1, pages 38-65.
Crossref
Crossref
Alexandra L. Cutting & Judy Dunn. (2002) The cost of understanding other people: social cognition predicts young children's sensitivity to criticism. Journal of Child Psychology and Psychiatry 43:7, pages 849-860.
Crossref
Crossref
Harriet Humfress, Thomas G. O'Connor, Jeremy Slaughter, Mary Target & Peter Fonagy. (2003) General and relationship‐specific models of social cognition: explaining the overlap and discrepancies. Journal of Child Psychology and Psychiatry 43:7, pages 873-883.
Crossref
Crossref
Jean E Burr & Barbara K Hofer. (2002) Personal epistemology and theory of mind: deciphering young children's beliefs about knowledge and knowing. New Ideas in Psychology 20:2-3, pages 199-224.
Crossref
Crossref
Nancy L. McElwain & Brenda L. Volling. (2002) Relating Individual Control, Social Understanding, and Gender to Child–Friend Interaction: A Relationships Perspective. Social Development 11:3, pages 362-385.
Crossref
Crossref
David M. Sobel & Angeline S. Lillard. (2009) Children’s understanding of the mind’s involvement in pretense: do words bend the truth?. Developmental Science 5:1, pages 87-97.
Crossref
Crossref
. 2002. Blackwell Handbook of Childhood Cognitive Development. Blackwell Handbook of Childhood Cognitive Development
620
736
.
Angeline Lillard. (2001) Pretend Play as Twin Earth: A Social-Cognitive Analysis. Developmental Review 21:4, pages 495-531.
Crossref
Crossref
Marion Farmer. (2008) Language and Social Cognition in Children with Specific Language Impairment. Journal of Child Psychology and Psychiatry 41:5, pages 627-636.
Crossref
Crossref
Scott A. Miller. (2000) Children's Understanding of Preexisting Differences in Knowledge and Belief. Developmental Review 20:2, pages 227-282.
Crossref
Crossref
Karen Bartsch & Kamala London. (2000) Children's use of mental state information in selecting persuasive arguments.. Developmental Psychology 36:3, pages 352-365.
Crossref
Crossref
Janet Wilde Astington & Janette Pelletier. 1998. The Handbook of Education and Human Development. The Handbook of Education and Human Development
569
593
.
Peter Muris, Pim Steerneman & Harald Merckelbach. (2016) Difficulties in the Understanding of False Belief: Specific to Autism and other Pervasive Developmental Disorders?. Psychological Reports 82:1, pages 51-57.
Crossref
Crossref
PETER MURIS. (1998) DIFFICULTIES IN THE UNDERSTANDING OF FALSE BELIEF: SPECIFIC TO AUTISM AND OTHER PERVASIVE DEVELOPMENTAL DISORDERS?. Psychological Reports 82:1, pages 51.
Crossref
Crossref
Charlie Lewis, Norman H. Freeman, Chrystalla Kyriakidou, Katerina Maridaki-Kassotaki & Damon M. Berridge. (1996) Social Influences on False Belief Access: Specific Sibling Influences or General Apprenticeship?. Child Development 67:6, pages 2930.
Crossref
Crossref
Judy Dunn. (2006) The Emanuel Miller Memorial Lecture 1995 Children's Relationships: Bridging the Divide Between Cognitive and Social Development. Journal of Child Psychology and Psychiatry 37:5, pages 507-518.
Crossref
Crossref
Karen Bartsch & David Estes. (1996) Individual differences in children's developing theory of mind and implications for metacognition. Learning and Individual Differences 8:4, pages 281-304.
Crossref
Crossref