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Original Articles

Children as psychologists: The later correlates of individual differences in understanding of emotions and other minds

Pages 187-201 | Published online: 07 Jan 2008

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (24)

Cecil Mata López, María Pía Santelices Álvarez & Alvaro Vergés Gómez. (2022) Do educators matter? Associations between caregivers’ mentalization and preschoolers’ attachment, social emotional development and theory of mind. Early Child Development and Care 192:2, pages 233-247.
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Henry M. Wellman. (2018) Theory of mind: The state of the art . European Journal of Developmental Psychology 15:6, pages 728-755.
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Sibel Halfon, Özlem Bekar, Serra Ababay & Görkem Çöklü Dorlach. (2017) Dyadic Mental State Talk and Sophistication of Symbolic Play between Parents and Children with Behavioral Problems. Journal of Infant, Child, and Adolescent Psychotherapy 16:4, pages 291-307.
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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.
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Ai Mizokawa & Serena Lecce. (2017) Sensitivity to criticism and theory of mind: A cross cultural study on Japanese and Italian children. European Journal of Developmental Psychology 14:2, pages 159-171.
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Serena Lecce, Marcella Caputi & Adriano Pagnin. (2014) Long-term effect of theory of mind on school achievement: The role of sensitivity to criticism. European Journal of Developmental Psychology 11:3, pages 305-318.
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Sandra Leanne Bosacki. (2013) Theory of Mind Understanding and Conversational Patterns in Middle Childhood. The Journal of Genetic Psychology 174:2, pages 170-191.
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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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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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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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Ángel Rivière, Lina Arias & Encarnación Sarriá. (2007) Predicción emocional en situaciones de discrepancia o coincidencia de deseos. Journal for the Study of Education and Development 30:3, pages 325-341.
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Susanne Denham & AnitaT. Kochanoff. (2002) Parental Contributions to Preschoolers' Understanding of Emotion. Marriage & Family Review 34:3-4, pages 311-343.
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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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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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Judy Dunn. (2000) Mind-reading, emotion understanding, and relationships. International Journal of Behavioral Development 24:2, pages 142-144.
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EnriqueB. Arranz Freijo. (2000) Sibling Relationships: An Educational Resource and a Way of Evaluating the Quality of Family Relationships. Early Child Development and Care 164:1, pages 13-28.
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Jo Ann A. Abe & Carroll E. Izard. (1999) The Developmental Functions of Emotions: An Analysis in Terms of Differential Emotions Theory. Cognition and Emotion 13:5, pages 523-549.
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Penelope G. Vinden. (1999) Children's Understanding of Mind and Emotion: A Multi-culture Study. Cognition and Emotion 13:1, pages 19-48.
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Judy Dunn Claire Hughes. (1998) Young Children's Understanding of Emotions within Close Relationships. Cognition and Emotion 12:2, pages 171-190.
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Judy Dunn, Cheryl Slomkowski, Nancy Donelan & Carla Herrera. (1995) Conflict, Understanding, and Relationships: Developments and Differences in the Preschool Years. Early Education and Development 6:4, pages 303-316.
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Articles from other publishers (95)

Krystian Macheta, Arkadiusz Gut & Francisco Pons. (2023) The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): a study of preschool children. Frontiers in Psychology 14.
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Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki & Paweł Grygiel. (2022) Just listen to your mind: Consequences of theory of mind development for deaf or hard-of-hearing children. Research in Developmental Disabilities 127, pages 104261.
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Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel & Maciej Karwowski. (2022) School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind. Learning and Individual Differences 93, pages 102111.
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NATSUMI SONODA. (2021) Review of Developmental Studies on Children in Infancy, Early, and Middle Childhood:乳幼児期・児童期の発達研究の動向と展望. The Annual Report of Educational Psychology in Japan 60:0, pages 1-10.
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Plousia Misailidi. 2021. Trends and Prospects in Metacognition Research across the Life Span. Trends and Prospects in Metacognition Research across the Life Span 211 228 .
Dimitra Hartas & Ahmet Kuscuoglu. (2020) Teenage social behaviour and emotional well‐being: the role of gender and socio‐economic factors. British Journal of Special Education 47:3, pages 329-349.
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Renata Sarmento-Henrique, Laura Quintanilla, Beatriz Lucas-Molina, Patricia Recio & Marta Giménez-Dasí. (2019) The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years. International Journal of Behavioral Development 44:3, pages 236-245.
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Candida C. Peterson & Henry M. Wellman. (2018) Longitudinal Theory of Mind (ToM) Development From Preschool to Adolescence With and Without ToM Delay. Child Development 90:6, pages 1917-1934.
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Wanxue Qi. (2019) Harsh parenting and child aggression: Child moral disengagement as the mediator and negative parental attribution as the moderator. Child Abuse & Neglect 91, pages 12-22.
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Tracy A. Mewhort‐Buist & Elizabeth S. Nilsen. (2019) Shy children's understanding of irony: Better comprehension does not always mean better socioemotional functioning. Infant and Child Development 28:3.
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Holly Shablack & Kristen A. Lindquist. 2019. Handbook of Emotional Development. Handbook of Emotional Development 451 478 .
Daniel G. Derksen, Michelle C. Hunsche, Megan E. Giroux, Deborah A. Connolly & Daniel M. Bernstein. (2018) A Systematic Review of Theory of Mind’s Precursors and Functions. Zeitschrift für Psychologie 226:2, pages 87-97.
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Catrinel A. Ştefan & Julia Avram. (2016) The multifaceted role of attachment during preschool: moderator of its indirect effect on empathy through emotion regulation. Early Child Development and Care 188:1, pages 62-76.
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Helen DemetriouHelen Demetriou. 2018. Empathy, Emotion and Education. Empathy, Emotion and Education 85 128 .
Dylan P. Cliff, Jade McNeill, Stewart A. Vella, Steven J. Howard, Rute Santos, Marijka Batterham, Edward Melhuish, Anthony D. Okely & Marc de Rosnay. (2017) Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children. BMC Public Health 17:S5.
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Katharina Voltmer & Maria von Salisch. (2017) Three meta-analyses of children's emotion knowledge and their school success. Learning and Individual Differences 59, pages 107-118.
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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.
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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.
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S. L. Bosacki. 2016. Social Cognition in Middle Childhood and Adolescence. Social Cognition in Middle Childhood and Adolescence 109 132 .
Veronica Ornaghi, Alessandro Pepe & Ilaria Grazzani. (2016) False-Belief Understanding and Language Ability Mediate the Relationship between Emotion Comprehension and Prosocial Orientation in Preschoolers. Frontiers in Psychology 7.
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Naomi Benbassat & Shmuel Shulman. (2016) The Significance of Parental Reflective Function in the Adjustment of Young Adults. Journal of Child and Family Studies 25:9, pages 2843-2852.
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Peter Mundy & Marian Sigman. 2015. Developmental Psychopathology. Developmental Psychopathology 293 332 .
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 .
Lan Nguyen Chaplin & Michael I. Norton. (2014) Why We Think We Can't Dance: Theory of Mind and Children's Desire to Perform. Child Development 86:2, pages 651-658.
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Elian Fink, Sander Begeer, Candida C. Peterson, Virginia Slaughter & Marc de Rosnay. (2014) Friendlessness and theory of mind: A prospective longitudinal study. British Journal of Developmental Psychology 33:1, pages 1-17.
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Serena Lecce, Patrizia Demicheli, Silvia Zocchi & Paola Palladino. (2015) The origins of children’s metamemory: The role of theory of mind. Journal of Experimental Child Psychology 131, pages 56-72.
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Ai Mizokawa. (2014) Theory of Mind and Sensitivity to Teacher and Peer Criticism Among Japanese Children. Infant and Child Development 24:2, pages 189-205.
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Veronica Ornaghi, Ilaria Grazzani, Elisa Cherubin, Elisabetta Conte & Francesca Piralli. (2014) ‘Let's Talk about Emotions!’. The Effect of Conversational Training on Preschoolers' Emotion Comprehension and Prosocial Orientation. Social Development 24:1, pages 166-183.
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Haruto Takagishi, Michiko Koizumi, Takayuki Fujii, Joanna Schug, Shinya Kameshima & Toshio Yamagishi. (2014) The Role of Cognitive and Emotional Perspective Taking in Economic Decision Making in the Ultimatum Game. PLoS ONE 9:9, pages e108462.
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Claire Hughes, Rory T. Devine, Rosie Ensor, Masuo Koyasu, Ai Mizokawa & Serena Lecce. (2014) Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance. Child Development Research 2014, pages 1-10.
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Anna R. McAlister & Candida C. Peterson. (2012) Siblings, Theory of Mind, and Executive Functioning in Children Aged 3–6 Years: New Longitudinal Evidence. Child Development 84:4, pages 1442-1458.
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Nikki Luke & Robin Banerjee. (2013) Differentiated associations between childhood maltreatment experiences and social understanding: A meta-analysis and systematic review. Developmental Review 33:1, pages 1-28.
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Matilda E. Nowakowski, Susan L. Tasker & Louis A. Schmidt. (2012) Joint Attention in Toddlerhood Predicts Internalizing Problems at Early School Age. Clinical Pediatrics 51:11, pages 1032-1040.
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이시자. (2012) The relationship of cognitive styles to theory of mind acquisition and self-concept formation. Korean Journal of Early Childhood Education 32:4, pages 161-180.
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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.
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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.
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Serena Lecce, Marcella Caputi & Claire Hughes. (2011) Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?. Journal of Experimental Child Psychology 110:3, pages 313-331.
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오승은 & 이승연. (2011) The Relations between Theory of Mind and Bullying / Defending Behaviors among Adolescents: Moderation effect of Callous-Unemotional Traits. Asian Journal of Education 12:3, pages 147-169.
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Pamela Qualter, Alexandra Barlow & Maria S. Stylianou. (2011) Investigating the relationship between trait and ability emotional intelligence and theory of mind. British Journal of Developmental Psychology 29:3, pages 437-454.
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Dimitra Hartas. (2011) Children's language and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. British Journal of Special Education 38:2, pages 83-91.
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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.
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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.
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Stefane Drayton, Kandi J. Turley-Ames & Nicole R. Guajardo. (2011) Counterfactual thinking and false belief: The role of executive function. Journal of Experimental Child Psychology 108:3, pages 532-548.
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Anna Esposito & Antonietta M. Esposito. 2011. Analysis of Verbal and Nonverbal Communication and Enactment. The Processing Issues. Analysis of Verbal and Nonverbal Communication and Enactment. The Processing Issues 252 272 .
Serena Lecce, Silvia Zocchi, Adriano Pagnin, Paola Palladino & Mele Taumoepeau. (2010) Reading Minds: The Relation Between Children’s Mental State Knowledge and Their Metaknowledge About Reading. Child Development 81:6, pages 1876-1893.
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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.
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Pamela W. Garner. (2010) Emotional Competence and its Influences on Teaching and Learning. Educational Psychology Review 22:3, pages 297-321.
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Jeremy I. M. Carpendale & Charlie Lewis. 2010. The Handbook of Life‐Span Development. The Handbook of Life‐Span Development.
Ruth M. Ford, Sine J. P. McDougall & Daphne Evans. (2010) Parent‐delivered compensatory education for children at risk of educational failure: Improving the academic and self‐regulatory skills of a Sure Start preschool sample. British Journal of Psychology 100:4, pages 773-797.
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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.
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Rachel A. Razza & Clancy Blair. (2009) Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of Applied Developmental Psychology 30:3, pages 332-343.
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Mika Naito & Yoshimi Seki. (2008) The relationship between second‐order false belief and display rules reasoning: the integration of cognitive and affective social understanding. Developmental Science 12:1, pages 150-164.
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Altay Eren. (2009) Exploring the relationships among mirror neurons, theory of mind, and achievement goals: Towards a model of achievement goal contagion in educational settings. Educational Research Review 4:3, pages 233-247.
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