Citations (37)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (8)
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.
Read now
Read now
Marta Giménez-Dasí, Laura Quintanilla & Beatriz Lucas-Molina. (2018) Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children. Early Education and Development 29:2, pages 178-191.
Read now
Read now
Amy A. Weimer & Philip G. Gasquoine. (2016) Belief Reasoning and Emotion Understanding in Balanced Bilingual and Language-Dominant Mexican American Young Children. The Journal of Genetic Psychology 177:2, pages 33-43.
Read now
Read now
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.
Read now
Read now
Virginia Tompkins, M.
Jeffrey Farrar & Ying Guo. (2013) Siblings, Language, and False Belief in Low-Income Children. The Journal of Genetic Psychology 174:4, pages 457-463.
Read now
Read now
Mark Guiberson & BarbaraL. Rodriguez. (2013) False Belief Understanding in Language Impaired and Typically Developing Spanish-Speaking Preschoolers from Lower Income Backgrounds. Early Education and Development 24:4, pages 517-535.
Read now
Read now
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.
Read now
Read now
Marion O'Brien, Jennifer Miner Weaver, JackieA. Nelson, SusanD. Calkins, EstherM. Leerkes & Stuart Marcovitch. (2011) Longitudinal associations between children's understanding of emotions and theory of mind. Cognition and Emotion 25:6, pages 1074-1086.
Read now
Read now
Articles from other publishers (29)
Éléonore Sabourin‐Guardo, Raphaële Miljkovitch, Annie Bernier, Chantal Cyr, Diane St‐Laurent & Karine Dubois‐Comtois. (2023) Longitudinal associations between the quality of family interactions and school‐age children's narrative abilities in the context of financial insecurity. Family Process.
Crossref
Crossref
Elena Hoicka, Burcu Soy-Telli, Eloise Prouten, George Leckie, William J. Browne, Erika Nurmsoo & Merideth Gattis. (2021) The Early Social Cognition Inventory (ESCI): An examination of its psychometric properties from birth to 47 months. Behavior Research Methods 54:3, pages 1200-1226.
Crossref
Crossref
Jaime Puccioni, John Mark Froiland, Mariola Moeyaert, Sarahlee Desir & Zipporah Galimore. (2021) Associations among African American Parents’ Beliefs, Involvement, and Measures of School Readiness. Journal of Child and Family Studies 31:5, pages 1246-1260.
Crossref
Crossref
William V. Fabricius, Christopher R. Gonzales, Annelise Pesch, Amy A. Weimer, John Pugliese, Kathleen CarrollRebecca R. Bolnick, Anne S. Kupfer, Nancy Eisenberg & Tracy L. Spinrad. (2021) Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind. Monographs of the Society for Research in Child Development 86:3, pages 7-154.
Crossref
Crossref
Sarah E. Stegall‐Rodriguez, Amy A. Weimer & Katherine Rice Warnell. (2021) Alternative perspectives: Relations between belief reasoning and ambiguous figure perception in bilingual children. Infant and Child Development 30:5.
Crossref
Crossref
Raffaele Dicataldo & Maja Roch. (2020) Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?. International Journal of Environmental Research and Public Health 17:12, pages 4570.
Crossref
Crossref
Lena Kabha & Andrea Berger. (2020) The sequence of acquisition for theory of mind concepts: The combined effect of both cultural and environmental factors. Cognitive Development 54, pages 100852.
Crossref
Crossref
Jaime Puccioni, John Mark Froiland & Mariola Moeyaert. (2020) Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review 109, pages 104742.
Crossref
Crossref
Jaime Puccioni, Erin Ruth Baker & John Mark Froiland. (2019) Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement. Infant and Child Development 28:6.
Crossref
Crossref
Kristen Bottema-Beutel, So Yoon Kim & Shannon Crowley. (2019) A systematic review and meta-regression analysis of social functioning correlates in autism and typical development. Autism Research 12:2, pages 152-175.
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
Andrea Angell Zevenbergen, Ewa Haman & Jason Andrew Zevenbergen. (2018) “Do You Remember Going to the Beach?”: References to Internal States in Polish and American Mother-Preschooler Shared Narratives. Psychology of Language and Communication 22:1, pages 441-466.
Crossref
Crossref
Heyi Zhang. (2018) Relations of Parent-Child Interaction to Chinese Young Children's Emotion Understanding. Journal of Pacific Rim Psychology 12, pages e22.
Crossref
Crossref
. 2018. Handbook of Social Status Correlates. Handbook of Social Status Correlates
307
468
.
Vikki S. KatzCarmen Gonzalez & Kevin Clark. (2017) Digital Inequality and Developmental Trajectories of Low-income, Immigrant, and Minority Children. Pediatrics 140:Supplement_2, pages S132-S136.
Crossref
Crossref
Susanne Ebert, Candida Peterson, Virginia Slaughter & Sabine Weinert. (2017) Links among parents’ mental state language, family socioeconomic status, and preschoolers’ theory of mind development. Cognitive Development 44, pages 32-48.
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
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
Marta Giménez-Dasí, Laura Quintanilla, Vanesa Ojeda & Beatriz Lucas-Molina. (2017) Effects of a Dialogue-Based Program to Improve Emotion Knowledge in Spanish Roma Preschoolers. Infants & Young Children 30:1, pages 3-16.
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
.
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, pages n/a-n/a.
Crossref
Crossref
Christopher Stanzione & Brenda Schick. (2014) Environmental Language Factors in Theory of Mind Development. Topics in Language Disorders 34:4, pages 296-312.
Crossref
Crossref
C. E. Macaulay & R. M. Ford. (2013) Family Influences on the Cognitive Development of Profoundly Deaf Children: Exploring the Effects of Socioeconomic Status and Siblings. Journal of Deaf Studies and Deaf Education 18:4, pages 545-562.
Crossref
Crossref
Ruth M. Ford, Sine J. P. McDougall & Daphne Evans. (2009) 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.
Crossref
Crossref
Nicole R. Guajardo, Jessica Parker & Kandi Turley-Ames. (2009) Associations among false belief understanding, counterfactual reasoning, and executive function. British Journal of Developmental Psychology 27:3, pages 681-702.
Crossref
Crossref
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.
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
Karen Milligan, Janet Wilde Astington & Lisa Ain Dack. (2007) Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding. Child Development 78:2, pages 622-646.
Crossref
Crossref