By Betty Repacholi, Virginia Slaughter
Over the past fifteen years, developmentalists, cognitive scientists, philosophers, educators and clinicians have thought of the purchase of a conception of brain - the skill to foretell and clarify habit at the foundation of inner, subjective psychological states - to be one of the vital cognitive achievements of early youth. This quantity represents the 1st number of paintings to handle, empirically and conceptually, the subject of person variations in concept of brain. it's also certain since it takes the reader past the preschool years, to discover conception of brain improvement in past due adolescence and maturity.
Read or Download Individual Differences in Theory of Mind: Implications for Typical and Atypical Development (Macquarie Monographs in Cognitive Science) PDF
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Additional info for Individual Differences in Theory of Mind: Implications for Typical and Atypical Development (Macquarie Monographs in Cognitive Science)
Paper pre-sented at the Biennial Meeting of the Society for Research in Child Development, Kansas City, MO. , & Hill, K. (1997). Journal of Autism and Developmental Disorders,27,519–537. , & Frith, U. (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology, 14,385–398. L. (1991). The work of the imagination. ), Natural theoriesof mind: Evolution, development and simulation of everyday mindreading (pp. 283– 304). Oxford: Basil Blackwell.
The videotapes were transcribed and the frequency of pretend play turns and frequency of turns involving joint plans or role assignments were coded for each child (see Astington & Jenkins, 1995). We found no relation between false-belief task performance and frequency of pretend play, but we did find relations, independent of age and language ability, between false-belief task performance and the two specific measures: assigning roles to self and other, and making joint plans for the play. To summarize, these studies showed that empathy, popularity, aggression, and frequency of pretend play were not related to false-belief understanding.
Language and theory of mind: What are the developmental relationships? ), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 83–123). Oxford: Oxford University Press. A. (1980). Social cognition and children’s aggressive behavior. Child Development, 51,162–170. , & Dunn, J. (1997). School work, teachers, and peers: The world of first grade. International Journal of Behavioral Development, 21,155–178. Duck, S. (1989). Socially competent communication and relationships development.