Theory of mind: Is training contagious?

Developmental Science

Volumn 6, Issue 2, 2003, Pages 178-184

  Melot, Anne Marie ^a,b   Angeard, Nathalie ^a  

^a UNIVERSITÉ DE CAEN   (France)

^b Devmt et Fonctionnement Cognitifs   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037388201     PISSN: 1363755X     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-7687.00269     Document Type: Article

References (16)

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3. Flavell, J.H., Green, F.L., & Flavell, E.R. (1986). Development of knowledge about the appearance-reality distinction. Monographs of the Society for Research in Child Development, 51 (1, Serial no. 212).
4. Flavell, J.H., Miller, P.H., & Miller, S. (1993). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.
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6. Gopnik, A., & Wellman, H.M. (1992). Why the child's theory of mind really is a theory. Mind and Language, 1, 145-172.
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11. Melot, A.M., & Komano, O. (1997). Changes in theory of mind: a longitudinal study. The Genetic Epistemologist, 25, 24.
12. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press.
13. Slaughter, V., & Gopnik, A. (1996). Conceptual coherence in the child's theory of mind: training children to understand belief. Child Development, 67, 2967-2988.
14. Taylor, M., & Hort, B.C. (1990). Can children be trained to make the appearance-reality distinction? Cognitive Development, 5, 89-99.
15. Wellman, H.M. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
16. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 103-128.