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Early Education and Development Volume 12, 2001 - Issue 4
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Original Articles

Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children

Laura Capage
&
Anne C. Watson
Pages 613-628 | Published online: 08 Jun 2010

Citations (85)

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Inbar Sofri & Yair Ziv. (2023) Can you ride a bike? Mindful and alert story processing as a new assessment procedure for bibliotherapists. Journal of Poetry Therapy 0:0, pages 1-18.
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Astrid Brænden, Marit Coldevin, Pål Zeiner, Jan Stubberud & Annika Melinder. (2023) Neuropsychological mechanisms of social difficulties in disruptive mood dysregulation disorder versus oppositional defiant disorder. Child Neuropsychology 0:0, pages 1-23.
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Antonio Contreras & Juan Antonio García-Madruga. (2023) The relationship between theory of mind and peer acceptance in preschool children: a test of the counterfactual hypothesis in the social domain. Early Child Development and Care 193:5, pages 617-630.
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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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David Buttelmann, Karen Kühn & Norbert Zmyj. (2022) The Relations among Theory of Mind, Inhibitory Control, and Aggressive Behavior in 4-Year-Old Children – A Multi-Measure Multi-Informant Approach. Journal of Cognition and Development 23:1, pages 111-134.
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Erin Ruth Baker, Cjersti Jayne Jensen, Mariola Moeyaert & Samantha Bordoff. (2020) Socioeconomic status and early childhood aggression: moderation by theory of mind for relational, but not physical, aggression. Early Child Development and Care 190:8, pages 1187-1201.
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Amy A. Weimer, Cheryl Burleson, Sarah E. Stegall & Russell Eisenman. (2020) Theory of mind and social competence among school-age Latino children. Early Child Development and Care 190:6, pages 902-910.
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Glenn D. Walters. (2020) Neutralization, Moral Disengagement, and Delinquency in Adolescence: Testing the Reciprocal Effects of Proactive Criminal Thinking and Guilt on Future Offending. Justice Quarterly 37:2, pages 210-230.
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Özge Metin Aslan. (2020) Turkish and American preschoolers’ play, aggression and victimization behaviours in play context. Early Child Development and Care 190:3, pages 348-363.
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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.
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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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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.
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AdinaM. Seidenfeld, StacyR. Johnson, Elizabeth Woodburn Cavadel & CarrollE. Izard. (2014) Theory of Mind Predicts Emotion Knowledge Development in Head Start Children. Early Education and Development 25:7, pages 933-948.
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RebeccaA. Dore, AngelineS. Lillard & VikramK. Jaswal. (2014) Anthropologist in the Crib? A Review of Trusting What You're Told . Journal of Cognition and Development 15:3, pages 520-523.
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RebeccaA. Dore, AngelineS. Lillard & VikramK. Jaswal. (2014) Anthropologist in the Crib? A Review of Trusting What You're Told . Journal of Cognition and Development 0:0.
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Zai-Ting Yeh. (2013) Role of theory of mind and executive function in explaining social intelligence: A structural equation modeling approach. Aging & Mental Health 17:5, pages 527-534.
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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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Veronica Ornaghi, Jens Brockmeier & Ilaria Grazzani Gavazzi. (2011) The Role of Language Games in Children's Understanding of Mental States: A Training Study. Journal of Cognition and Development 12:2, pages 239-259.
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Susanne A. Denham. (2006) Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?. Early Education and Development 17:1, pages 57-89.
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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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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.
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Articles from other publishers (64)

Müge Ekerim-Akbulut, Melis Yavuz-Müren, Gamze Turunç, Kana Imuta & Bilge Selçuk. (2023) A meta-analytic review of the association between theory of mind and aggression. Aggression and Violent Behavior, pages 101890.
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Yiyi Wang, Siyuan Shang, Wanze Xie, Skylar Hong, Zexi Liu & Yanjie Su. (2022) The relation between aggression and theory of mind in children: A meta‐analysis. Developmental Science 26:2.
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Karim Ibrahim, Carla Kalvin, Simon Morand-Beaulieu, George He, Kevin A Pelphrey, Gregory McCarthy & Denis G Sukhodolsky. (2022) Amygdala–prefrontal connectivity in children with maladaptive aggression is modulated by social impairment. Cerebral Cortex 32:20, pages 4371-4385.
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Karim Ibrahim, Stephanie Noble, George He, Cheryl Lacadie, Michael J. Crowley, Gregory McCarthy, Dustin Scheinost & Denis G. Sukhodolsky. (2021) Large-scale functional brain networks of maladaptive childhood aggression identified by connectome-based predictive modeling. Molecular Psychiatry 27:2, pages 985-999.
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Nergiz TEKE & Müge ŞEN. (2022) Okul Öncesi Çocukların Cinsiyetleri, Sosyal Davranışları, Mizaç Özellikleri ve Yanlış İnanç Performansları Arasındaki İlişkinin İncelenmesi. Cumhuriyet International Journal of Education.
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Danming An & Grazyna Kochanska. (2021) Theory of Mind as a Mechanism That Accounts for the Continuity or Discontinuity of Behavioral Inhibition: A Developmentally Informed Model of Risk for Social Anxiety. Research on Child and Adolescent Psychopathology 49:10, pages 1333-1344.
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Jonathan D. Lane & Lindsay C. Bowman. (2021) How children’s social tendencies can shape their theory of mind development: Access and attention to social information. Developmental Review 61, pages 100977.
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Marta Zammuto, Cristina Ottaviani, Fiorenzo Laghi & Antonia Lonigro. (2021) The Heart in the Mind: A Systematic Review and Meta-Analysis of the Association Between Theory of Mind and Cardiac Vagal Tone. Frontiers in Physiology 12.
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Jessica S. Caporaso, Stuart Marcovitch & Janet J. Boseovski. (2021) Executive function and the development of social information processing during the preschool years. Cognitive Development 58, pages 101018.
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Siba Ghrear, Adam Baimel, Taeh Haddock & Susan A. J. Birch. (2021) Are the classic false belief tasks cursed? Young children are just as likely as older children to pass a false belief task when they are not required to overcome the curse of knowledge. PLOS ONE 16:2, pages e0244141.
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Özlem Sumer-Büyükabacı, Yasemin Kisbu-Sakarya, Evren Etel & Bilge Selçuk. (2021) Developmental change in early language and cognitive skills of institution-reared children as compared to their parent-reared peers. Children and Youth Services Review 121, pages 105857.
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Virginia Carter Leno, Susie Chandler, Phillipa White, Isabel Yorke, Tony Charman, Catherine R. G. Jones, Francesca Happé, Gillian Baird, Andrew Pickles & Emily Simonoff. (2020) Associations between theory of mind and conduct problems in autistic and nonautistic youth . Autism Research 14:2, pages 276-288.
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Dide S. van Adrichem, Stephan C. J. Huijbregts, Kristiaan B. van der Heijden, Stephanie H. M. van Goozen & Hanna Swaab. (2019) Aggression in toddlerhood: The roles of parental beliefs, parenting behavior and precursors of theory of mind. Social Development 29:2, pages 427-442.
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Gina Austin, Rebecca Bondü & Birgit Elsner. (2020) Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood. Frontiers in Psychology 11.
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Müge Ekerim-Akbulut, Hilal H. Şen, Burcu Beşiroğlu & Bilge Selçuk. (2019) The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior. Journal of Child and Family Studies 29:1, pages 128-143.
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Grzegorz Szumski, Joanna Smogorzewska, Paweł Grygiel & Ann-Marie Orlando. (2017) Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD. Journal of Autism and Developmental Disorders 49:7, pages 2822-2837.
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Kristen Bottema‐Beutel, So Yoon Kim & Shannon Crowley. (2018) A systematic review and meta‐regression analysis of social functioning correlates in autism and typical development. Autism Research 12:2, pages 152-175.
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Elodie Gentina & Thomas Li-Ping Tang. (2018) Does Adolescent Popularity Mediate Relationships between Both Theory of Mind and Love of Money and Consumer Ethics?. Applied Psychology 67:4, pages 723-767.
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Kurt K. Stellwagen & Patricia K. Kerig. (2018) Theory of Mind Deficits and Reactive Aggression in Child Psychiatric Inpatients: Indirect Effects Through Emotion Dysregulation. Journal of Child and Family Studies 27:10, pages 3385-3394.
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Dorota M. Jankowska & Iwona Omelańczuk. (2018) Potential Mechanisms Underlying the Impact of Imaginative Play on Socio-Emotional Development in Childhood. Creativity. Theories – Research - Applications 5:1, pages 84-103.
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조유진 & ChiSungae. (2018) The development and effects of emotional competence program for young children based on executive function. Korean Journal of Early Childhood Education 38:4, pages 53-81.
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Giulia Pecora, Elsa Addessi, Melania Paoletti & Francesca Bellagamba. (2017) Relations between Temperament and False Belief Understanding in the Preschool Age. Journal of Child and Family Studies 27:5, pages 1682-1691.
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Anna Katharina Holl, Fabian Kirsch, Helena Rohlf, Barbara Krahé & Birgit Elsner. (2017) Longitudinal reciprocity between theory of mind and aggression in middle childhood. International Journal of Behavioral Development 42:2, pages 257-266.
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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.
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Meng-Jung Liu, Le-Yin Ma, Wen-Jiun Chou, Yu-Min Chen, Tai-Ling Liu, Ray C. Hsiao, Huei-Fan Hu & Cheng-Fang Yen. (2018) Effects of theory of mind performance training on reducing bullying involvement in children and adolescents with high-functioning autism spectrum disorder. PLOS ONE 13:1, pages e0191271.
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Evangelia-Chrysanthi Kouklari, Stella Tsermentseli & Claire P Monks. (2018) Everyday executive function and adaptive skills in children and adolescents with autism spectrum disorder: Cross-sectional developmental trajectories. Autism & Developmental Language Impairments 3, pages 239694151880077.
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Ceymi Doenyas. (2017) Self versus other oriented social motivation, not lack of empathic or moral ability, explains behavioral outcomes in children with high theory of mind abilities. Motivation and Emotion 41:6, pages 683-697.
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Gina Austin, Rebecca Bondü & Birgit Elsner. (2017) Longitudinal relations between children's cognitive and affective theory of mind with reactive and proactive aggression. Aggressive Behavior 43:5, pages 440-449.
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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.
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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.
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Siba E. Ghrear, Susan A. J. Birch & Daniel M. Bernstein. (2016) Outcome Knowledge and False Belief. Frontiers in Psychology 7.
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Virginia Tompkins. (2015) Improving low-income preschoolers’ theory of mind: A training study. Cognitive Development 36, pages 1-19.
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Nathalie Nader-Grosbois, Marine Houssa & Stéphanie Mazzone. (2013) How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?. Research in Developmental Disabilities 34:9, pages 2642-2660.
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