Citations (51)
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Sofia Guimaraes. (2023) The representation of mental states in young children’s writings: the role of early narratives in supporting theory of mind. Early Child Development and Care 193:1, pages 46-59.
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Moloud Soleimani, Zohreh Khosravi, Leila Cheraghmollaei & Mina Moravej. (2022) ‘Shared story reading training for mothers: the effect of parent-child shared story reading on improving autobiographical memory, self-concept, and child’s self-representation’. Early Child Development and Care 192:4, pages 560-579.
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Paola Zanchi, Laura Zampini & Roberta Berici. (2021) Narrative competence in Italian children with cochlear implants: a comparison with children matched by chronological or hearing age. Clinical Linguistics & Phonetics 35:3, pages 277-292.
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Geoff Goodman & Valeda F. Dent. (2019) A Story Grows in Rural Uganda: Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers’ School Readiness Skills. Journal of Infant, Child, and Adolescent Psychotherapy 18:3, pages 288-306.
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Pirko Tõugu, Kristi Suits & Tiia Tulviste. (2018) Developmental changes in children’s references to self and others in their recollections of past events: A longitudinal study. European Journal of Developmental Psychology 15:5, pages 565-579.
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Angela Pyle & Betül Alaca. (2018) Kindergarten children's perspectives on play and learning. Early Child Development and Care 188:8, pages 1063-1075.
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Plousia Misailidi, Despina Papoudi & Andreas Brouzos. (2013) Mind What Teachers Say: Kindergarten Teachers’ Use of Mental State Language During Picture Story Narration. Early Education and Development 24:8, pages 1161-1174.
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Mabel Riggio & KimberlyW. Cassidy. (2009) Preschoolers' Processing of False Beliefs Within the Context of Picture Book Reading. Early Education and Development 20:6, pages 992-1015.
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M. L. Lorusso, R. Galli, L. Libera, C. Gagliardi, R. Borgatti & B. Hollebrandse. (2007) Indicators of theory of mind in narrative production: a comparison between individuals with genetic syndromes and typically developing children. Clinical Linguistics & Phonetics 21:1, pages 37-53.
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Jerae Kelly & Kelli Cummings. (2023) Teaching Theme Using Theory of Mind during Interactive Read Alouds. Reading Psychology, pages 1-27.
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Katie E. Thompson & Genoveva F. Esteban. (2023) A Study on the Perception of African Elephant (Loxodonta africana) Conservation by School Children in Africa and England (UK). Diversity 15:6, pages 781.
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Tami Sabag-Shushan & Tami Katzir. (2023) Emotional understanding in reading comprehension at the text, task, and reader levels: a comparison of diverse struggling readers. Reading and Writing.
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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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Marie-Lyne Smadja, Margalit Ziv & Dorit Aram. (2021) Children's theory of mind referencing and contribution to discourse during different book sharing contexts in preschool. Early Childhood Research Quarterly 56, pages 333-343.
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Alyssa R. Henry & Emily J. Solari. (2020) Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study. Journal of Autism and Developmental Disorders 50:10, pages 3763-3776.
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Emilia Carlsson, Jakob Åsberg Johnels, Christopher Gillberg & Carmela Miniscalco. (2020) Narrative Skills in Primary School Children with Autism in Relation to Language and Nonverbal Temporal Sequencing. Journal of Psycholinguistic Research 49:3, pages 475-489.
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Hale Ögel Balaban & Annette Hohenberger. (2020) The development of narrative skills in Turkish-speaking children: A complexity approach. PLOS ONE 15:5, pages e0232579.
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Susanne Ebert. (2020) Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology 191, pages 104739.
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Paul Deane, Swapna Somasundaran, René R. Lawless, Hilary Persky & Colleen Appel. (2019) The Key Practice, Building and Sharing Stories and Social Understandings: The Intrinsic Value of Narrative. ETS Research Report Series 2019:1, pages 1-78.
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Christian Tarchi, Lucia Bigozzi & Giuliana Pinto. (2019) The influence of narrative competence on mental state talk in kindergarten and primary school children. British Journal of Developmental Psychology 37:4, pages 535-550.
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Lynette Atkinson, Lance Slade, Daisy Powell & Joseph P. Levy. (2017) Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology 164, pages 225-238.
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Yana Kuchirko, Catherine S Tamis-LeMonda, Rufan Luo & Eva Liang. (2016) ‘What happened next?’: Developmental changes in mothers’ questions to children. Journal of Early Childhood Literacy 16:4, pages 498-521.
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Giuliana Pinto, Christian Tarchi & Lucia Bigozzi. (2016) Peer Interaction Does Not Always Improve Children’s Mental State Talk Production in Oral Narratives. A Study in 6- to 10-Year-Old Italian Children. Frontiers in Psychology 7.
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Judith T. Lysaker, Kelly Shaw & Zaira Arvelo Alicia. (2016) Emergent reading comprehension: Social imagination and kindergarteners’ readings of a wordless picture book. The Australian Journal of Language and Literacy 39:3, pages 245-255.
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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.
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Janette Pelletier & Ruth Beatty. (2015) Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind. Frontiers in Psychology 6.
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Alessia Cadamuro, Annalisa Versari, Loris Vezzali, Dino Giovannini & Elena Trifiletti. (2014) Cognitive Performance in the Aftermath of a Natural Disaster: The Role of Coping Strategies, Theory of Mind and Peer Social Support. Child & Youth Care Forum 44:1, pages 93-113.
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Rufan Luo, Catherine S. Tamis-LeMonda, Yana Kuchirko, Florrie F. Ng & Eva Liang. (2014) Mother-Child Book-Sharing and Children's Storytelling Skills in Ethnically Diverse, Low-Income Families. Infant and Child Development 23:4, pages 402-425.
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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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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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