Individual differences in false belief understanding are stable from 3 to 6 years of age and predict children’s mental state talk with school friends
Tài liệu tham khảo
Adrián, 2007, Mothers’ use of cognitive state verbs in picture-book reading and the development of children’s understanding of mind: A longitudinal study, Child Development, 78, 1052, 10.1111/j.1467-8624.2007.01052.x
Astington, 1999, A longitudinal study of the relation between language and theory-of-mind development, Developmental Psychology, 35, 1311, 10.1037/0012-1649.35.5.1311
Badenes, 2000, Theory of mind and peer rejection at school, Social Development, 9, 273, 10.1111/1467-9507.00125
Balas, V. (2003). Drôles de plats! Paris: Nathan.
Banerjee, 2002, Children’s understanding of self-presentational behavior: Links with mental-state reasoning and the attribution of embarrassment, Merrill–Palmer Quarterly, 48, 378, 10.1353/mpq.2002.0015
Bartsch, 1989, Young children’s attribution of action to beliefs and desires, Child Development, 60, 946, 10.2307/1131035
Bartsch, 1995
Bernard, 2007, Conversational perspective-taking and false belief attribution: A longitudinal study, British Journal of Developmental Psychology, 25, 443, 10.1348/026151006X171451
Bosacki, 2000, Theory of mind and self-concept in preadolescents: Links with gender and language, Journal of Educational Psychology, 92, 709, 10.1037/0022-0663.92.4.709
Bosacki, 2004, Preschoolers’ understanding of simple and complex emotions: Links with gender and language, Sex Roles, 50, 659, 10.1023/B:SERS.0000027568.26966.27
Bretherton, 1982, Talking about internal states: The acquisition of a theory of mind, Developmental Psychology, 18, 906, 10.1037/0012-1649.18.6.906
Bright-Paul, 2008, Theory-of-mind development influences suggestibility and source monitoring, Developmental Psychology, 44, 1055, 10.1037/0012-1649.44.4.1055
Brown, 2006
Brown, 1996, Why talk about mental states? The significance of children’s conversations with friends, siblings, and mothers, Child Development, 67, 836, 10.2307/1131864
Carlson, 2004, Executive function and theory of mind: Stability and prediction from ages 2 to 3, Developmental Psychology, 40, 1105, 10.1037/0012-1649.40.6.1105
Charman, 1997, Reliability of theory of mind task performance by individuals with a learning disability: A research note, Journal of Child Psychology and Psychiatry, 38, 725, 10.1111/j.1469-7610.1997.tb01699.x
Charman, 2002, Is there a gender difference in false belief development?, Social Development, 11, 1, 10.1111/1467-9507.00183
Colvert, 2008, Emotional difficulties in early adolescence following severe early deprivation: Findings from the English and Romanian Adoptees Study, Development and Psychopathology, 20, 547, 10.1017/S0954579408000278
Cutting, 2006, Conversations with siblings and with friends: Links between relationship quality and social understanding, British Journal of Developmental Psychology, 24, 73, 10.1348/026151005X70337
Davidson, 2001, Externalisms, 1
De Villiers, 2002, Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding, Cognitive Development, 17, 1037, 10.1016/S0885-2014(02)00073-4
DeFries, 1987, Genetic stability of cognitive development from childhood to adulthood, Developmental Psychology, 23, 4, 10.1037/0012-1649.23.1.4
Dunn, 1997
Dunn, 1991, Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents, Child Development, 62, 1352, 10.2307/1130811
Dunn, 1999, Understanding others, and individual differences in friendship interactions in young children, Social Development, 8, 201, 10.1111/1467-9507.00091
Dunn, 2001, “I got some swords and you’re dead!” Violent fantasy, antisocial behavior, friendship, and moral sensibility in young “hard to manage” children, Child Development, 72, 491, 10.1111/1467-8624.00292
Elliott, 1983
Embretson, 1996, The new rules of measurement, Psychological Assessment, 8, 341, 10.1037/1040-3590.8.4.341
Ensor, 2008, Content or connectedness? Early family talk and theory of mind in the toddler and preschool years, Child Development, 79, 201, 10.1111/j.1467-8624.2007.01120.x
Fabricius, 2003, False beliefs or false positives? Limits on children’s understanding of mental representation, Journal of Cognition and Development, 4, 239, 10.1207/S15327647JCD0403_01
Flynn, 2006, A microgenetic investigation of stability and continuity in theory of mind development, British Journal of Developmental Psychology, 24, 631, 10.1348/026151005X57422
Flynn, 2007, The role of inhibitory control in false-belief understanding, Infant and Child Development, 16, 53, 10.1002/icd.500
Flynn, 2004, A longitudinal, microgenetic study of the emergence of false-belief understanding and inhibition skills, Developmental Science, 7, 103, 10.1111/j.1467-7687.2004.00326.x
Gerstadt, 1994, The relationship between cognition and action: Performance of children 3½–7 years old on a Stroop-like day–night test, Cognition, 53, 129, 10.1016/0010-0277(94)90068-X
Gopnik, 1988, Children’s understanding of representational change and its relation to the understanding of false belief and the appearance–reality distinction, Child Development, 59, 26, 10.2307/1130386
Gorsuch, 1997, Exploratory factor analysis: Its role in item analysis, Journal of Personality Assessment, 68, 532, 10.1207/s15327752jpa6803_5
Happé, 1995, The role of age and verbal ability in the theory of mind task performance of subjects with autism, Child Development, 66, 843, 10.2307/1131954
Harris, 1989, Young children’s theory of mind and emotion, Cognition and Emotion, 3, 379, 10.1080/02699938908412713
Hughes, 1998, Finding your marbles: Does preschoolers’ strategic behavior predict later understanding of mind?, Developmental Psychology, 34, 1326, 10.1037/0012-1649.34.6.1326
Hughes, 2000, Good test–retest reliability for standard and advanced false-belief tasks across a wide range of abilities, Journal of Child Psychology and Psychiatry, 41, 483, 10.1111/1469-7610.00633
Hughes, 1999, Nature, nurture, and individual differences in early understanding of mind, Psychological Science, 10, 429, 10.1111/1467-9280.00181
Hughes, 2001, Acting nasty in the face of failure? Longitudinal observations of “hard to manage” children playing a rigged competitive game with a friend, Journal of Abnormal Child Psychology, 29, 403, 10.1023/A:1010495319182
Hughes, 1997, “Pretend you didn’t know”: Preschoolers’ talk about mental states in pretend play, Cognitive Development, 12, 477, 10.1016/S0885-2014(97)90019-8
Hughes, 1998, Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends, Developmental Psychology, 34, 1026, 10.1037/0012-1649.34.5.1026
Hughes, 2002, “When I say a naughty word”: Children’s accounts of anger and sadness in self, mother, and friend—Longitudinal findings from ages four to seven, British Journal of Developmental Psychology, 20, 515, 10.1348/026151002760390837
Hughes, 2005, Theory of mind and executive function in 2-year-olds: A family affair?, Developmental Neuropsychology, 28, 645, 10.1207/s15326942dn2802_5
Hughes, 2007, Executive function and theory of mind: Predictive relations from ages 2- to 4-years, Developmental Psychology, 43, 1447, 10.1037/0012-1649.43.6.1447
Hughes, 2006, Cooperation and conversations about the mind: A study of individual differences in two-year-olds and their siblings, British Journal of Developmental Psychology, 24, 53, 10.1348/026151005X82893
Hughes, 2005, Origins of individual differences in theory of mind: From nature to nurture?, Child Development, 76, 356, 10.1111/j.1467-8624.2005.00850_a.x
Hughes, 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, 590, 10.1111/j.1467-9507.2004.00285.x
Hughes, 2000, Antisocial, angry, and unsympathetic: “Hard to manage” preschoolers’ peer problems and possible social and cognitive influences, Journal of Child Psychology and Psychiatry, 41, 169, 10.1017/S0021963099005193
Jenkins, 2000, Theory of mind and social behavior: Causal models tested in a longitudinal study, Merrill–Palmer Quarterly, 46, 203
Kenny, 2006
Ladd, 1997, Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment, Child Development, 68, 1181, 10.2307/1132300
Liu, 2008, Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across cultures and languages, Developmental Psychology, 44, 523, 10.1037/0012-1649.44.2.523
Lockl, 2007, Knowledge about the mind: Links between theory of mind and later metamemory, Child Development, 78, 148, 10.1111/j.1467-8624.2007.00990.x
Lockl, 2004, Sprache und theory of mind: Eine längsschnittstudie bei drei-bis vierjährigen [Language and theory of mind: A longitudinal study of three- to four-year-olds], Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie, 36, 207, 10.1026/0049-8637.36.4.207
Lu, 2008, Talking about others facilitates theory of mind in Chinese preschoolers, Developmental Psychology, 44, 1726, 10.1037/a0013074
MacWhinney, 1985, The child language data exchange system, Journal of Child Language, 12, 271, 10.1017/S0305000900006449
Mayes, 1996, Test–retest reliability for false-belief tasks, Journal of Child Psychology and Psychiatry, 37, 313, 10.1111/j.1469-7610.1996.tb01408.x
McAlister, 2007, A longitudinal study of child siblings and theory of mind development, Cognitive Development, 22, 258, 10.1016/j.cogdev.2006.10.009
McElwain, 2002, Relating individual control, social understanding, and gender to child–friend interaction: A relationships perspective, Social Development, 11, 362, 10.1111/1467-9507.00205
Merrell, 1994
Miller, 2009, Children’s understanding of second-order mental states, Psychological Bulletin, 135, 749, 10.1037/a0016854
Milligan, 2007, Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding, Child Development, 78, 622, 10.1111/j.1467-8624.2007.01018.x
Moerbeek, 1994
Moses, 2001, Executive accounts of theory of mind development, Child Development, 3, 688, 10.1111/1467-8624.00306
Onishi, 2005, Do 15-month-old infants understand false beliefs?, Science, 308, 255, 10.1126/science.1107621
Parker, 1993, Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction, Developmental Psychology, 29, 611, 10.1037/0012-1649.29.4.611
Perner, 2002, Theory of mind and self-control: More than a common problem of inhibition, Child Development, 73, 752, 10.1111/1467-8624.00436
Perner, 1985, “John thinks that Mary thinks that …”: Attribution of second-order beliefs by 5- to 10-year-old children, Journal of Experimental Child Psychology, 39, 437, 10.1016/0022-0965(85)90051-7
Peterson, 1995, Deafness, conversation, and theory of mind, Journal of Child Psychology and Psychiatry, 36, 459, 10.1111/j.1469-7610.1995.tb01303.x
Peterson, 2002, Mindreading and moral awareness in popular and rejected preschoolers, British Journal of Developmental Psychology, 20, 205, 10.1348/026151002166415
Razza, 2009, Associations among false-belief understanding, executive function, and social competence. A longitudinal analysis, Journal of Applied Developmental Psychology, 30, 332, 10.1016/j.appdev.2008.12.020
Ronald, 2005, Nice and nasty theory of mind: Genetic and environmental contributions, Social Development, 14, 664, 10.1111/j.1467-9507.2005.00323.x
Ronald, 2006, Individual differences in theory of mind ability in middle childhood and links with verbal ability and autistic traits: A twin study, Social Neuroscience, 1, 412, 10.1080/17470910601068088
Russell, 2007, Sex differences in theory of mind: A male advantage on Happé’s “cartoon” task, Cognition and Emotion, 21, 1554, 10.1080/02699930601117096
Serra, 2002, ). Theory of mind in children with “lesser variants” of autism: A longitudinal study, Journal of Child Psychology and Psychiatry and Allied Disciplines, 43, 885, 10.1111/1469-7610.00104
Shatz, 1973, The development of communication skills: Modifications in the speech of young children as a function of listener, Monographs of the Society for Research in Child Development, 38, 1, 10.2307/1165783
Slade, 2005, How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory, and false belief, British Journal of Developmental Psychology, 23, 117, 10.1348/026151004X21332
Slaughter, 2002, Theory of mind and peer acceptance in preschool children, British Journal of Developmental Psychology, 20, 545, 10.1348/026151002760390945
Slomkowski, 1996, Young children’s understanding of other people’s beliefs and feelings and their connected communication with friends, Developmental Psychology, 32, 442, 10.1037/0012-1649.32.3.442
Sullivan, 1994, Preschoolers can attribute second-order beliefs, Developmental Psychology, 30, 395, 10.1037/0012-1649.30.3.395
Wellman, 2001, Meta-analysis of theory of mind development: The truth about false belief, Child Development, 72, 655, 10.1111/1467-8624.00304
Wellman, 2004, Scaling of theory-of-mind tasks, Child Development, 75, 523, 10.1111/j.1467-8624.2004.00691.x
Wimmer, 1983, Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception, Cognition, 13, 103, 10.1016/0010-0277(83)90004-5
Youngblade, 1995, Individual differences in young children’s pretend play with mother and sibling: Links to relationships and understanding of other people’s feelings and beliefs, Child Development, 66, 1472, 10.2307/1131658