Exploring the relationship between theory of mind and social-communicative functioning in children with autism

Individual Differences in Theory of Mind: Implications for Typical and Atypical Development

Volumn , Issue , 2003, Pages 197-212

  Tager Flusberg, Helen ^a  

^a BOSTON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84909172634     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203488508     Document Type: Chapter

References (48)

1. American Psychiatric Association. (1994). DSM-IV: Diagnostic and statistic manual of mental disorders (4th ed.). Washington, DC: Author.
2. Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders, 18, 379-402.
3. Baron-Cohen, S. (1989). Do autistic children have obsessions and compulsions? British Journal of Clinical Psychology, 28, 193-200.
4. Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg, & D.J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3-20). Oxford: Oxford University Press.
5. Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37-46.
6. Baron-Cohen, S., Leslie, A.M., & Frith, U. (1986). Mechanical, behavioral and intentional understanding of picture stories in autistic children. British Journal of Developmental Psychology, 4, 113-125.
7. Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (Eds.). (1993). Understandingother minds: Perspectives from autism. Oxford: Oxford University Press.
8. Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (Eds.). (2000). Understandingother minds: Perspectives from developmental cognitive neuroscience. Oxford: Oxford University Press.
9. Bartsch, K., & Wellman, H. (1995). Childrentalk about the mind. New York: Oxford University Press.
10. Brown, R. (1973). A first language: The earlystages. Oxford, England: Harvard University Press.
11. Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2, 325-344.
12. Carter, A.S., Volkmar, F.R., Sparrow, S.S., Wang, J., Lord, C., Dawson, G., Fombonne, E., Loveland, K., Mesibov, G., & Schopler, E. (1998). The Vineland Adaptive Behavior Scales: Supplementary norms for individuals with autism. Journal of Autism and Developmental Disorders, 28, 287-302.
13. Devries, R. (1970). The development of roletaking as reflected by behavior of bright, average, and retarded children in a social guessing game. Child Development, 41, 759-770.
14. Dunn, L.M., & Dunn, L.M. (1997). PeabodyPicture Vocabulary Test, Third Edition. Circle Pines, MN: American Guidance Service.
15. Elliott, C.D. (1990). Differential Ability Scales. San Antonio, TX: Psychological Corporation/Harcourt Brace.
16. Fombonne, E., Siddons, F., Achard, S., Frith, U., & Happé. F. (1994). Adaptive behaviour and theory of mind in autism. European Child and Adolescent Psychiatry, 3, 176-186.
17. Frith, U. (1989). Autism: Explaining theenigma. Oxford: Blackwell.
18. Frith, U., Happé, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3, 108-124.
19. Garfield, J., Peterson, C.C., & Perry, T. (2001). Social cognition, language acquisition, and the development of the theory of mind. Mind and Language, 16, 494-541.
20. Happé, F. (1994). Autism: An introduction topsychological theory. London: University College London Press.
21. Kavanaugh, R., Eizenman, D., & Harris, P. (1997). Young children's understanding of pretense expressions of independent agency. Developmental Psychology, 33, 764-770.
22. Kjelgaard, M. & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16, 287-308.
23. Lord, C., Rutter, M., DiLavore, P.C., & Risi, S. (1999). Autism Diagnostic Observation Schedule-WPS (ADOS-WPS). Los Angeles, CA: Western Psychological Services.
24. Lord, C., Rutter, M., & LeCouteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders.Journal of Autism and Developmental Disorders, 24, 659-668.
25. Lord, C., Risi, S., Lambrecht, L., Cook, E.H., Lenventhal, B.L., DiLavore, P.S., Pickles, A., & Rutter, M. (2000). The Autism Diagnostic Obervation Schedule-Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and DevelopmentalDisorders, 30, 205-223.
26. Loveland, K., & Tunali, B. (1993). Narrative language in autism and the theory of mind hypothesis: A wider perspective. In S. Baron-Cohen, H. Tager-Flusberg, & D.J. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 247-266). Oxford: Oxford University Press.
27. Mant, C., & Perner, J. (1988). The child's understanding of commitment. Developmental Psychology, 24, 343-351.
28. Miller, J., & Chapman, R. (2000). Systematic analysis of language transcripts (SALT) [Computer software, SALT for Windows, research version 6.1]. Madison: University of Wisconsin, Language Analysis Lab.
29. Perner, J. (1988). Higher-order beliefs and intentions in children's understanding of social interaction. In J. Astington, P.L. Harris, & D. Olson (Eds.), Developing theoriesof mind (pp. 271-294). Cambridge: Cambridge University Press.
30. Perner, J., Leekam, S., & Wimmer, H. (1987). Three-year-olds' difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5, 125-137.
31. Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single bar-rel). Child Development, 61, 973-982.
32. Shatz, M., Wellman, H., & Silber, S. (1983). The acquisition of mental verbs: A systematic investigation of the first reference to mental state. Cognition, 14, 301-321.
33. Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service.
34. Sullivan, K., Winner, E., & Hopfield, N. (1995). How children tell a joke from a lie: The role of second-order mental state attributions. British Journal of Developmental Psychology, 13, 191-204.
35. Sullivan, K., Zaitchik, D., & Tager-Flusberg, H. (1994). Preschoolers can attribute second-order beliefs. Developmental Psychology, 30(3), 395-402.
36. Tager-Flusberg, H. (1992). Autistic children talk about psychological states: Deficits in the early acquisition of a theory of mind. Child Development, 63, 161-172.
37. Tager-Flusberg, H. (1996). Current theory and research on language and communication in autism. Journal of of Autism and Developmental Disorders, 26, 169-172.
38. Tager-Flusberg, H. (2000). Language and understanding minds: Connections in autism. In S. Baron-Cohen, H. Tager-Flusberg, & D.J. Cohen (Eds.), Understanding otherminds: Perspectives from developmental cognitive neuroscience (2nd ed., pp. 124-149). Oxford: Oxford University Press.
39. Tager-Flusberg, H., & Anderson, M. (1991). The development of contingent discourse ability in autistic children. Journal of ChildPsychology and Psychiatry, 32, 1123-1134.
40. Travis, L., Sigman, M., & Ruskin, E. (2001). Links between social understanding and social behavior in verbally able children with autism. Journal of of Autism and Developmental Disorders, 31, 119-130.
41. Turner, M. (1997). Toward an executive dysfunction account of repetitive behaviour in autism. In J. Russell (Ed.), Autism as an executive disorder (pp. 57-100). New York: Oxford University Press.
42. Turner, M. (1999). Repetitive behaviour in autism: A review of psychological research. Journal of Child Psychology and Psychiatry, 40, 839-849.
43. Wellman, H., Cross, D., & Watson, J.K. (2001). Meta-analysis of theory-of-mind development: The truth about false-belief. Child Development, 72, 655-684.
44. Wellman, H.M., & Lagattuta, K.H. (2000). Developing understanding of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D.J. Cohen (Eds.), Understanding other minds (2nd ed., pp. 21-49). New York: Oxford University Press.
45. Wellman, H.M., & Woolley, J.D. (1990). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35, 245-275.
46. Williams, K.T. (1997). Expressive Vocabulary Test. Circle Pines, MN: American Guidance Service.
47. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in children's understanding of deception. Cognition, 13, 103-128.
48. Yuill, N. (1992). Children's production and comprehension of trait terms. British Journal of Developmental Psychology, 10, 131-142.