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| Author | : Janet W. Astington |
| Publisher | : CUP Archive |
| Total Pages | : 468 |
| Release | : 1988 |
| Genre | : Philosophy |
| ISBN | : 9780521386531 |
A collection of empirical reports and conceptual analyses written by leading researchers in an exciting new area of the cognitive sciences. The book examines a fundamental change that occurs in children's cognition between the ages of two and six.
| Author | : Henry M. Wellman |
| Publisher | : Bradford Books |
| Total Pages | : 358 |
| Release | : 1992 |
| Genre | : Psychology |
| ISBN | : 9780262730990 |
Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? "The Child's Theory of Mind "integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the commonsense theory of mind.Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor.
| Author | : Martin Doherty |
| Publisher | : Psychology Press |
| Total Pages | : 262 |
| Release | : 2008-08-26 |
| Genre | : Psychology |
| ISBN | : 1135420793 |
A concise and readable review of the extensive research into children’s understanding of what other people think and feel, providing a comprehensive overview of 25 years of research into theory of mind.
| Author | : Rebecca Saxe |
| Publisher | : Psychology Press |
| Total Pages | : 298 |
| Release | : 2015-12-09 |
| Genre | : Neurosciences |
| ISBN | : 9781138877689 |
The articles in this special issue use a wide range of techniques and subject populations to address fundamental questions about the cognitive and neural structure of theory of mind.
| Author | : Peter Carruthers |
| Publisher | : Cambridge University Press |
| Total Pages | : 422 |
| Release | : 1996-02-23 |
| Genre | : Philosophy |
| ISBN | : 9780521559164 |
A state of the art survey of debate within philosophy of mind, developmental psychology, the aetiology of autism and primatology.
| Author | : Douglas Frye |
| Publisher | : Psychology Press |
| Total Pages | : 238 |
| Release | : 2014-01-14 |
| Genre | : Psychology |
| ISBN | : 1317784707 |
This book is a result of a study group that met to discuss the child's theory of mind. A topic whose effects span cognitive, language, and social development, it may bring a unifying influence to developmental psychology. New studies in this area acknowledge children's conceptions of intention and belief, as well as intention and belief themselves, and consider the explanations they provide for children's developing abilities. The contributors to this important volume examine several aspects of the child's theory of mind, and present significant research findings on the theory itself and how it changes and develops for each child. Discussions of the utility of a theory of mind to the child, and to developmental psychologists trying to understand children, are provided. Finally, new explanations are offered for how children acquire a theory of mind in the first place.
| Author | : Ross Flom |
| Publisher | : Psychology Press |
| Total Pages | : 335 |
| Release | : 2017-09-25 |
| Genre | : Psychology |
| ISBN | : 1351566016 |
What does a child’s ability to look where another is looking tell us about his or her early cognitive development? What does this ability—or lack thereof—tell us about a child’s language development, understanding of other’s intentions, and the emergence of autism? This volume assembles several years of research on the processing of gaze information and its relationship to early social-cognitive development in infants spanning many age groups. Gaze-Following examines how humans and non-human primates use another individual’s direction of gaze to learn about the world around them. The chapters throughout this volume address development in areas including joint attention, early non-verbal social interactions, language development, and theory of mind understanding. Offering novel insights regarding the significance of gaze-following, the editors present research from a neurological and a behavioral perspective, and compare children with and without pervasive developmental disorders. Scholars in the areas of cognitive development specifically, and developmental science more broadly, as well as clinical psychologists will be interested in the intriguing research presented in this volume.
| Author | : Usha Goswami |
| Publisher | : John Wiley & Sons |
| Total Pages | : 776 |
| Release | : 2008-04-15 |
| Genre | : Psychology |
| ISBN | : 1405142987 |
This definitive volume provides state-of-the-art summaries of current research by leading specialists in different areas of cognitive development. Forms part of a series of four Blackwell Handbooks in Developmental Psychology spanning infancy to adulthood. Covers all the major topics in research and theory about childhood cognitive development. Synthesizes the latest research findings in an accessible manner. Includes chapters on abnormal cognitive development and theoretical perspectives, as well as basic research topics. Now available in full text online via xreferplus, the award-winning reference library on the web from xrefer. For more information, visit www.xreferplus.com
| Author | : Henry M. Wellman |
| Publisher | : MIT Press (MA) |
| Total Pages | : 384 |
| Release | : 1990 |
| Genre | : FAMILY & RELATIONSHIPS |
| ISBN | : |
Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the commonsense theory of mind. Wellman presents evidence that children as young as age three do possess a commonsense theory of mind - that they grasp the distinction between mental constructs and physical entities and that they have an understanding of the relationship between individuals' mental states and their overt actions. He delves in detail into questions about the nature of adults' commonsense theories of mind and about the nature of commonsense theories. Wellman then examines the content of the three-year-old's theory of mind, the nature of children's notions of mind before age three, the changes in the theory during subsequent development from ages three to six, and the young child's conception of mind in comparison with those of older children and adults. Henry M. Wellman is a Professor in the Department of Psychology and the Center for Human Growth and Development at the University of Michigan at Ann Arbor.
| Author | : Rory T. Devine |
| Publisher | : Routledge |
| Total Pages | : 181 |
| Release | : 2021-05-26 |
| Genre | : Psychology |
| ISBN | : 100039011X |
This landmark text integrates diverse perspectives on how humans understand others’ minds (or ‘theory of mind’) beyond early childhood into middle childhood and adolescence. It explores how the neural, cognitive, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind, and how theory of mind helps children navigate their lives. Drawing on cutting-edge research from leading international experts, this book provides a survey and analysis of the current state and future direction of the field. It is organized around three themes relating to the key issues in contemporary research. The first part focuses on the biological and cognitive bases of theory of mind in middle childhood and adolescence. The second part goes on to explore the social predictors and consequences, considering how theory of mind is shaped by social experiences and, in turn, impacts children’s social lives in middle childhood and adolescence. Finally, the third part focuses on theory of mind in the context of neurodiversity, disability, and youth mental health in middle childhood and adolescence. Offering in-depth understanding for all students and scholars of developmental and cognitive psychology, neuroscience, clinical psychology and psychiatry, and education, this valuable text also identifies an agenda for future scholarship on this exciting topic.
