Scaling of theory-of-mind tasks

Child Development

Volumn 75, Issue 2, 2004, Pages 523-541

  Wellman, Henry M ^a   Liu, David ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL TRIAL; COGNITION; HUMAN; MENTAL FUNCTION; META ANALYSIS; PERCEPTION; PRESCHOOL CHILD; PSYCHOLOGICAL THEORY;

CHILD, PRESCHOOL; COGNITION; HUMANS; MENTAL PROCESSES; PSYCHOLOGICAL THEORY; SOCIAL PERCEPTION;

EID: 2942584669     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2004.00691.x     Document Type: Review

References (71)

1. Andrich, D. (1985). An elaboration of Guttman scaling with Rasch models for measurement. Sociological Methodology, 15, 33-80.
2. Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development, 72, 685-687.
3. Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311-1320.
4. Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.
5. Bartsch, K. (1996). Between desires and beliefs: Young children's action predictions. Child Development, 67, 1671-1685.
6. Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
7. Bock, R. D. (1997). A brief history of item response theory. Educational Measurement: Issues and Practice, 16, 21-33.
8. Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental measurement in human sciences. Mahwah, NJ: Erlbaum.
9. Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032-1053.
10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.), Hillsdale, NJ: Erlbaum.
11. Cutting, A. L., & Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background. Child Development, 70, 853-865.
12. Deeks, J. J., Altman, D. G., & Bradburn, M. J. (2001). Statistical methods for examining heterogeneity and combining results from several studies in meta-analysis. In M. Egger, D. G. Smith, & D. G. Altman (Eds.), Systematic reviews in health care: Meta-analysis in context (pp. 285-312). London: BMJ Books.
13. Denham, S. A. (1986). Social cognition, prosocial behavior and emotion in preschoolers. Child Development, 57, 194-201.
14. DerSimonian, R., & Laird, N. (1986). Meta-analysis in clinical trials. Controlled Clinical Trials, 7, 177-188.
15. Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352-1366.
16. Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Mahwah, NJ: Erlbaum.
17. Fabricius, W. V., & Khalil, S. L. (2003). False beliefs or false positives? Journal of Cognition and Development, 4, 239-262.
18. Festinger, L. (1947). The treatment of qualitative data by scale analysis. Psychological Bulletin, 44, 149-161.
19. Flavell, J. H. (1972). An analysis of cognitive-developmental sequences. Genetic Psychology Monographs, 86, 279-350.
20. Flavell, J. H., Flavell, E. R., Green, F. L., & Moses, L. J. (1990). Young children's understanding of fact beliefs versus value beliefs. Child Development, 61, 915-928.
21. Flavell, J. H., & Miller, P. H. (1998). Social cognition. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology: Vol. 2: Cognition, perception, and language (pp. 851-898). New York: Wiley.
22. Friedman, O., Griffin, R., Brownell, H., & Winner, E. (2001). Problems with the seeing = knowing rule, Manuscript submitted for publication.
23. Gopnik, A., & Slaughter, V. (1991). Young children's understanding of changes in their mental states. Child Development, 62, 98-110.
24. Gopnik, A., Slaughter, V., & Meltzoff, A. (1994). Changing your views: How understanding visual perception can lead to a new theory of mind. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development (pp. 157-181). Hove, England: Erlbaum.
25. Green, B. F. (1956). A method of scalogram analysis using summary statistics. Psychometrica, 21, 79-88.
26. Guilford, J. P. (1954). Psychometric methods. New York: McGraw-Hill.
27. Guttman, L. (1944). A basis of scaling quantitative data. American Sociological Review, 9, 139-150.
28. Guttman, L. (1950). The basis of scalogram analysis. In S. A. Stouffer, L. Guttman, E. A. Suchman, P. A. Lazarsfeld, S. A. Star, & J. A. Clausen (Eds.), Measurement and prediction (pp. 60-90). Princeton, NJ: Princeton University Press.
29. Happe, F. G. E. (1994). 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 & Developmental Disorders, 24, 129-154.
30. Harris, P. L. (1992). From simulation to folk psychology: The case for development. Mind & Language, 7, 120-144.
31. Harris, P. L., Donnelly, K., Guz, G. R., & Pitt-Watson, R. (1986). Children's understanding of the distinction between real and apparent emotion. Child Development, 57, 895-909.
32. Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children's theory of mind and emotion. Cognition & Emotion, 3, 379-400.
33. Hogrefe, G. J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief: A developmental lag in attribution of epistemic states. Child Development, 57, 567-582.
34. Hughes, C., & Dunn, J. (1998). Understanding and emotion: Longitudinal associations with mental-state talk between young friends. Developmental Psychology, 34, 1026-1037.
35. Hughes, C., Dunn, J., & White, A. (1998). Trick or treat? Uneven understanding of mind and emotion and executive dysfunction in "hard to manage" preschoolers. Journal of Child Psychology & Psychiatry, 39, 981-994.
36. Lalonde, C. E., & Chandler, M. J. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185.
37. Leslie, A. M. (1994). ToMM, ToBy, and agency: Core architecture and domain specificity in cognition and culture. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 119-148). New York: Cambridge University Press.
38. Linacre, J. M. (2003). User's guide and program manual to WINSTEPS: Rasch model computer programs. Chicago: MESA Press.
39. Linacre, J. M., & Wright, B. D. (1994). A user's guide to BIGSTEPS: Rasch model computer programs. Chicago: MESA Press.
40. Lord, F. N., & Novick, M. R. (1968). Statistical theories of mental test scores. Reading, MA: Addison-Wesley.
41. Mitchell, P. (1996). Acquiring a conception of mind: A review of psychological research and theory. Hove, England: Psychology Press.
42. Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw-Hill.
43. Olson, S. L., Liu, D., Kerr, D. C., & Wellman, H. M. (2003). Social and behavioral outcomes of children's theory of mind development. Unpublished manuscript.
44. Perner, J. (1995). The many faces of belief. Cognition, 57, 241-269.
45. Perner, J. (2000). About + belief + counterfactual. In P. Mitchell & K. J. Riggs (Eds.), Children's reasoning and the mind (pp. 367-401). Hove, England: Taylor & Frances.
46. Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three-year-olds' difficulty with false belief. British Journal of Developmental Psychology, 5, 125-137.
47. Perner, J., & Wimmer, H. (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, 437-471.
48. Peterson, C. C., & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459-474.
49. Pillow, B. H. (1989). Early understanding of perception as a source of knowledge. Journal of Experimental Child Psychology, 47, 116-129.
50. Pratt, C., & Bryant, P. E. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-982.
51. Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Chicago: University of Chicago Press.
52. Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33, 12-21.
53. Rosenthal, R. (1991). Meta-analytic procedures for social research. Newbury Park, CA: Sage.
54. Roth, D., & Leslie, A. (1998). Solving belief problems: Toward a task analysis. Cognition, 66, 1-31.
55. Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory-of-mind understanding. Child Development, 73, 734-751.
56. Siegal, M., & Beattie, K. (1991). Where to look first for children's understanding of false beliefs. Cognition, 38, 1-12.
57. Sullivan, K., & Winner, E. (1991). When 3-year-olds understand ignorance, false belief and representational change. British Journal of Developmental Psychology, 9, 159-171.
58. Sullivan, K., & Winner, E. (1993). Three-year-old's understanding of mental states: The influence of trickery. Journal of Experimental Child Psychology, 56, 135-148.
59. Surian, L., & Leslie, A. M. (1999). Competence and performance in false belief understanding. British Journal of Developmental Psychology, 17, 141-155.
60. Wellman, H. M. (2002). Understanding the psychological world: Developing a theory of mind. In U. Goswami (Ed.), Handbook of childhood cognitive development (pp. 167-187). Oxford, England: Blackwell.
61. Wellman, H. M., & Bartsch, K. (1988). Young children's reasoning about beliefs. Cognition, 30, 239-277.
62. Wellman, H. M., & Bartsch, K. (1989). 3-year-olds understand belief. Cognition, 33, 321-326.
63. Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory of mind development: The truth about false belief. Child Development, 72, 655-684.
64. Wellman, H. M., & Hickling, A. K. (1994). The minds "I": Children's conception of the mind as an active agent. Child Development, 65, 1564-1580.
65. Wellman, H. M., Hollander, M., & Schult, C. A. (1996). Young children's understanding of thought-bubbles and of thoughts. Child Development, 67, 768-788.
66. Wellman, H. M., Pillips, A. T., Dunphy-Lelii, S., & La-Londe, N. (in press). Infant social attention predicts preschool social cognition. Developmental Science.
67. Wellman, H. M., & Woolley, J. D. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35, 245-275.
68. Wilson, M. (1989). A comparison of deterministic and probabilistic approaches to measuring leaning structures. Australian Journal of Education, 33, 127-140.
69. Woolley, J., & Wellman, H. M. (1993). Origin and truth: Young children's understanding of imaginary mental representations. Child Development, 64, 1-17.
70. Wright, B. D., & Masters, G. N. (1982). Rating scale analysis: Rasch measurement. Chicago: MESA Press.
71. Wright, B. D., & Stone, M. H. (1979). Best test design: Rasch measurement. Chicago: MESA Press.