The self and action in theory of mind research

Consciousness and Cognition

Volumn 12, Issue 4, 2003, Pages 777-782

  Sodian, Beate ^a   Hülsken, Christian ^a   Thoermer, Claudia ^a  

^a UNIVERSITY OF MUNICH   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

CONFERENCE PAPER; CONSCIOUSNESS; DEVELOPMENTAL STAGE; HABITUATION; HUMAN; IMITATION; MENTAL HEALTH; SELF CONCEPT; TASK PERFORMANCE; THEORY;

EID: 0344083665     PISSN: 10538100     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1053-8100(03)00082-5     Document Type: Conference Paper

References (36)

1. Barkley R.A. Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin. 121:1997;65-94.
2. Baron-Cohen S. Theory of mind and autism: A fifteen year review. Baron-Cohen S., Tager-Flusberg H., Cohen D.J. Understanding other minds. Perspectives from developmental cognitive neuroscience. 2nd ed. 2000;3-20 Oxford University Press, Oxford.
3. Buitelaar J.K., van der Wees M., Swaab-Barneveld H., van der Gaag R. Theory of mind and emotion-recognition functioning in autistic spectrum disorders and in psychiatric control and normal children. Development and Psychopathology. 11:1999;39-58.
4. Carlson S.M., Moses L.J., Hix H.R. The role of inhibitory processes in young children's difficulties with deception and false belief. Developmental Psychology. 69:1998;672-691.
5. Charman T., Carroll F., Sturge C. Theory of mind, executive function and social competence in boys with ADHD. Emotional and Behavioral Difficulties. 6:2001;31-49.
6. Flavell J.H. Cognitive development: Children's knowledge about the mind. Annual Review of Psychology. 50:1999;21-45.
7. Frith U., Happé F. Theory of mind and self consciousness. What is it like to be autistic? Mind and Language. 14:1999;1-22.
8. Gergely G., Csibra G. Teleological reasoning in infancy: The naïve theory of rational action. Trends in Cognitive Science. 7:2003;287-292.
9. Gopnik A. How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences. 16:1993;1-14.
10. Gopnik A., Astington J.W. Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development. 59:1988;26-37.
11. Gopnik A., Graf P. Knowing how you know: Young children's ability to identify and remember the sources of their beliefs. Child Development. 59:1988;26-37.
12. Gopnik A., Slaughter V. Young children's understanding of changes in their mental states. Child Development. 62:1991;98-110.
13. Happé F. An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders. 24:1994;129-154.
14. Happé F., Frith U. Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology. 14:1996;385-398.
15. Harris P.L. From simulation to folk psychology: The case for development. Mind and Language. 7:1992;120-144.
16. Hughes C., Dunn J., White A. Trick or treat? Uneven understanding of mind and emotion and executive dysfunction in hard-to-manage preschoolers. Journal of Child Psychology and Psychiatry. 39:1998;981-994.
17. Hughes C., Russell J. Autistic children's difficulty with mental disengagement from an object: Its implication for theories of autism. Developmental Psychology. 29:1993;498-510.
18. Lee K., Homer B. Children as folk psychologists: The developing understanding of the mind. Slater A., Muir D. The Blackwell Reader in Developmental Psychology. 1999;228-252 Blackwell, Oxford.
19. Ozonoff S., Pennington B.F., Rogers S.J. Executive function deficits in high-functioning autistic children: Relationship to theory of mind. Journal of Child Psychology and Psychiatry. 32:1991;1081-1105.
20. Pacherie E. On being the product of one's failed actions. Russell J. Executive difficulties in autism. 1997;215-255 Oxford University Press, Oxford.
21. Perner J. Understanding the representational mind. 1991;MIT Press, Cambridge, MA.
22. Perner J. The meta-intentional nature of executive functions and theory of mind. Carruthers P., Boucher J. Language and thought: Interdisciplinary themes. 1998;270-283 Cambridge University Press, Cambridge.
23. Perner J., Kain W., Barchfeld P. Executive control and higher-order theory of mind in children at risk of ADHD. Infant and Child Development. 11:2002;141-158.
24. Perner J., Lang B. Theory of mind and executive function: Is there a developmental relationship? Baron-Cohen S., Tager-Flusberg H., Cohen D. Understanding other minds: Perspectives from autism and developmental cognitive neuroscience. 2nd ed. 1999;150-181 Oxford University Press, Oxford.
25. Perner J., Lang B., Kloo D. Theory of mind and self-control: More than a common problem of inhibition. Child Development. 73:2002;752-767.
26. Pillow B.H. Children's and adults' evaluation of the certainty of deductive inferences, inductive inferences, and guesses. Child Development. 73:2002;779-792.
27. Pillow B.H., Hill V., Boyce A., Stein C. Understanding inference as a source of knowledge: Children's ability to evaluate the certainty of deduction, perception, and guessing. Developmental Psychology. 36:2000;169-179.
28. Russell J., Mauthner N., Sharpe S., Tidswell T. The "windows task" as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology. 9:1991;331-349.
29. Russell J. Agency. Its role in mental development. 1996;Taylor & Francis, Ltd, Hove: Erlbaum (UK).
30. Sodian, B., & Hülsken, C. (2000). Theory of Mind, Metakognition und executive Kontrolle bei normal entwickelten Vor- und Grundschulkindern im Vergleich zu Kindern mit hyperkinetischer Störung. Unpublished Report. University of Würzburg, Germany.
31. Sodian, B., & Hülsken, C. (in press). The developmental relationship of theory of mind, metacognition and executive functions: A study of advanced theory of mind abilities in ADHD-children. In: W. Schneider, R. Schumann-Hengsteler & B. Sodian (Eds.). Young childrens cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. Mahwah, NJ: Erlbaum.
32. Taylor M., Esbensen B.M., Bennett R.T. Children's understanding of knowledge acquisition: The tendency for children to report they have always known what they have just learned. Child Development. 65:1994;1581-1604.
33. Wellman H.M. Understanding the psychological world: Developing a theory of mind. Goswami U. The Blackwell Handbook of Childhood Cognitive Development. 2002;167-187 Blackwell, Oxford.
34. Wimmer H. Common-Sense Mentalismus und Emotion: Entwicklungspsychologische Implikationen. Roth E. Denken und Fühlen. 1989;56-66 Springer, Berlin.
35. Wimmer H., Hartl M. Against the Cartesian view on mind: Young children's difficulty with own false beliefs. British Journal of Developmental Psychology. 9:1991;125-138.
36. Wimmer H., Perner J. Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition. 13:1983;103-128.