Epistemic Flow and the Social Making of Minds

Self- and Social-Regulation: Exploring the Relations Between Social Interaction, Social Understanding, and the Development of Executive Functions

Volumn , Issue , 2010, Pages

  Lewis, Charlie ^a   Carpendale, Jeremy I M ^b   Towse, John ^a   Maridaki Kassotaki, Katerina ^c  

^a LANCASTER UNIVERSITY   (United Kingdom)

^b SIMON FRASER UNIVERSITY   (Canada)

^c HAROKOPIO UNIVERSITY   (Greece)

Author keywords

"Theory of mind"; Executive function; Relational metatheory; Social cognitive development; Social interaction

Indexed keywords

EID: 84920573641     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1093/acprof:oso/9780195327694.003.0004     Document Type: Chapter

References (91)

1. Apperly, I. A., & Carroll, D. (in press). How do symbols affect 3- to 4-year-olds' executive function? Evidence from a reverse-contingency task. Psychological Science University of Birmingham.
2. Appleton M., & Reddy, V. (1996). Teaching three-year-olds to pass false belief tests: A conversational approach. Social Development, 5, 275-291.
3. Ardila, A., Roselli, M., Matute, E., & Guajardo, S. (2005). The influence of parents' educational level on the development of executive functions. Developmental Neuropsychology, 28, 539-560.
4. Astington, J. W., & Baird, J. A. (Eds.). (2005). Why language matters for theory of mind. New York: Oxford University Press.
5. Baldwin, D. A. (1993). Early referential understanding: Infants' ability to recognize referential acts for what they are. Developmental Psychology, 29, 832-843.
6. Bartsch, K., & Estes, D. (2004). Articulating the role of experience in mental state understanding: A challenge for theory-theory and other theories. Behavioral and Brain Sciences, 27, 99-100.
7. Bjorklund, D. F., Cormier, C. A., & Rosenberg, J. S. (2005). The evolution of theory of mind: Big brains, social complexity, and inhibition. In W. Schneider, R. Schulmann-Hengsteler, & B. Sodian (Eds.), Young children's cognitive development. Mahwah, NJ:Lawrence Erlbaum Associates.
8. Bloom, P. (2000). How children learn the meanings of words. Cambridge MA: MIT Press.
9. Brace, J. J., Morton, J. B., & Munakata, Y. (2006). When actions speak louder than words:Improving children's flexibility in a card-sorting task. Psychological Science, 17, 665-669.
10. Call, J., & Tomasello, M. (1999). A nonverbal theory of mind test: The performance of children and apes. Child Development, 70, 381-395.
11. Carlson, S. M., Davis, A. C., & Leach, J. G. (2005). Less is more: Executive function and symbolic representation in preschool children. Psychological Science, 16, 609-616.
12. Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind:Stability and prediction from ages 2 to 3. Developmental Psychology, 40, 1105-1122.
13. Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032-1053.
14. Carlson, S. M., Moses, L. J., & Breton, C. (2002). How specific is the relation between executive function and theory of mind? Contribution of inhibitory control and working memory. Infant and Child Development, 11, 73-92.
15. Carpendale, J. I. M., & Lewis, C. (2004). Constructing an understanding of mind: The development of children's social understanding within social interaction. Behavioral and Brain Sciences, 27, 79-96.
16. Carpendale, J. I. M., & Lewis, C. (2006). How children develop social understanding Oxford, UK: Blackwell Publishing.
17. Carpendale, J. I. M., Lewis, C., Müller, U., & Racine, T. P. (2005). Constructing perspectives in the social making of minds. Interaction Studies, 6, 341-358.
18. Chapman, M. (1991). The epistemic triangle: Operative and communicative components of cognitive development. In M. Chandler & M. Chapman (Eds.), Criteria for competence:Controversies in the conceptualization and assessment of children's abilities (pp. 209-228). Hillsdale, NJ: Lawrence Erlbaum Associates.
19. Chasiotis, A., Kiessling, F., Winter, V., & Hofer, J. (2006). Sensory motor inhibition as a prerequisite for theory of mind: A comparison of clinical and normal preschoolers differing in sensory motor abilities. International Journal of Behavioral Development, 30, 178-190.
20. Cheshire, A., Muldoon K. P., Francis, B., Lewis, C., & Ball, L. (2007). Can we take microgenetic data seriously without modelling change? Infant and Child Development, 16, 119-134.
21. Davis, H. L., & Pratt, C. (1995). The development of theory of mind: The working memory explanation. Australian Journal of Psychology, 47, 25-31.
22. de Villiers, J. G. (2005). Can language acquisition give children a point of view? In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 186-219). New York: Oxford University Press.
23. Diamond, A. (1990). The development and neural bases of memory functions as indexed by the AB and delayed response tasks in human infants and infant monkeys. Annals of the New York Academy of Sciences, 608, 267-317.
24. Duncan, J., Emslie, H., Williams, P., Johnson, R., & Freer, C. (1996). Intelligence and the frontal lobe: The organisation of goal directed behavior. Cognitive Psychology, 30, 257-303.
25. Ferrari, M. (2007). Examining triangle metaphors: Utility in developmental theory and scientific application. Human Development, 50, 234-240.
26. Flynn, E., O'Malley, C., & Wood, D. (2004). A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills. Developmental Science, 7, 103-115.
27. Frawley, W. (1997). Vygotsky and cognitive science: Language and the unification of the social and computational mind. Cambridge, MA: Harvard University Press.
28. French, L., & Song, M. (1998). Developmentally appropriate teacher-directed approaches: Images from Korean kindergartens. Journal of Curriculum Studies, 30, 409-430.
29. Frye, D., Zelazo, P. D., & Palfai, T. (1995). Inference and action in early causal reasoning. Cognitive Development, 10, 120-131.
30. Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action-performance of children 3 1/2-7 years old on a stroop-like day-night test. Cognition, 53, 129-153.
31. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children's selfregulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5: Practical issues in parenting) (pp. 89-110). Mahwah, NJ: Lawrence Erlbaum Associates.
32. Hala, S., Hug, S., & Henderson, A. (2003). Executive function and false belief understanding in preschool children: Two tasks are harder than one. Journal of Cognition and Development, 4, 275-298.
33. Hala, S., & Russell, J. (2001). Executive control within strategic deception: A window on early cognitive development? Journal of Experimental Child Psychology, 80, 112-141.
34. Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346-359.
35. Happaney, K., & Zelazo, P. D. (2003). Inhibition as a problem in the psychology of behavior. Developmental Science, 6, 468-470.
36. Harris, P. L. (1996). Desires, beliefs, and language. In P. Carruthers & P. K. Smith (Eds.), Theories of theories of mind (pp. 200-220). Cambridge: Cambridge University Press.
37. Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16, 233-253.
38. Karreman, A., van Tuijl, C., van Aken, M. A. G., & Dekovi, M. (2006). Parenting and self regulation: A meta-analysis. Infant and Child Development, 15, 561-579.
39. Keenan, T. (1999). Working memory, "holding in mind," and the child's acquisition of a theory of mind. In J. W. Astington (Ed.), Minds in the making: Essays in honor of David R. Olson. Oxford, UK: Blackwell Publishing.
40. Kirkham, N. Z., Cruess, L., & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6, 449-467.
41. Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74, 1823-1839.
42. Kopp, C. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199-214.
43. Landry, S. H., Miller-Loncar, C. L., Smith, K. E., & Swank, P. R. (2002). The role of early parenting in children's development of executive processes. Developmental Neuropsychology, 21, 15-41.
44. Lang, B., & Perner, J. (2002). Understanding intention and false belief and the development of self control. British Journal of Developmental Psychology, 20, 67-76.
45. Lewis, C., Huang, Z., & Rooksby, M. (2006). Chinese preschoolers' false belief understanding: Is social knowledge underpinned by parental styles, social interactions or executive functions? Psychologia, 49, 252-266.
46. Liszkowski, U., Carpenter, M., Striano, T., & Tomasello, M. (2006). Twelve- and 18-montholds point to provide information for others. Journal of Cognition and Development, 7, 173-187.
47. Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.
48. Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behavior New York: Pergamon.
49. Luria, A. R. (1981). Language and cognition. Chichester: Wiley.
50. Maridaki-Kassotaki, K., Lewis, C., & Freeman, N. H. (2003). Lexical choice can lead to problems: What false-belief tests tell us about Greek alternative verbs of agency. Journal of Child Language, 29, 145-164.
51. Mead, G. H. (1934). Mind, self, and society. Chicago: University of Chicago Press.
52. Miller, S. A., Shelton, J., & Flavell, J. H. (1970). A test of Luria's hypotheses concerning the development of self-regulation. Child Development, 41, 651-665.
53. Moore, C., Barresi, J., & Thompson, C. (1998). The cognitive basis of future-oriented prosocial behavior. Social Development, 7, 198-218.
54. Moses, L. J., & Carlson, S. M. (2004). Self-regulation and children's theories of mind. In C. Lightfoot, C. Lalonde, & M. Chandler (Eds.), Changing conceptions of psychological life (pp. 127-146). Mahwah, NJ: Lawrence Erlbaum Associates.
55. Moses, L., Carlson, S., & Sabbagh, M. (2005). On the specificity of the relation between executive function and theories of mind. In W. Schneider, R. Schulmann-Hengsteler, & R. Sodian (Eds.), Young children's cognitive development (pp. 131-145). Mahwah, NJ:Lawrence Erlbaum Associates.
56. Moses, L. J., & Sabbagh, M. A. (2007). Interactions between domain general and domain specific processes in the development of children's theories of mind. In M. J. Roberts (Ed.), Integrating the mind: Domain general versus domain specific processes in higher cognition (pp. 375-391). Hove, East Sussex, UK: Psychology Press.
57. Müller, U., Liebermann, D., Frye, D., & Zelazo, P. D. (2008). Executive function, school readiness, and school achievement. In S. K. Thurman & K. A. Fiorello (Eds.), Applied Cognitive Research in K-3 Classrooms. London: Routledge.
58. Munakata, Y., & Yerys, B. E. (2001). All together now: When dissociations between knowledge and action disappear. Psychological Science, 12, 335-337.
59. Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10, 464-480.
60. Oh, S., & Lewis, C. (2008). Korean preschoolers' advanced inhibitory control and its relation to other executive skills and mental state understanding. Child Development, 70, 80-99.
61. Perner, J. (2000). About+belief+counterfactual. In P. Mitchell & K. Riggs (Eds.), Children's reasoning and the mind (pp. 367-401). Hove, East Sussex, UK: Psychology Press.
62. Perner, J., Kain, W., & Barchfeld, P. (2002). Executive control and higher-order theory of mind in children at risk of ADHD. Infant and Child Development, 11, 141-158.
63. Perner, J., Stummer, S., & Lang, B. (1999). Executive functions and theory of mind:Cognitive complexity or functional dependence? In P. D. Zelazo, J. W. Astington, & D. R. Olson (Eds.), Developing theories of intention: Social understanding and self-control (pp. 133-152). Mahwah, NJ: Lawrence Erlbaum Associates.
64. Peskin, J., & Ardino, V. (2003). Representing the mental world in children's social behavior: Playing hide-and-seek and keeping a secret. Social Development, 12, 496-512.
65. Ritchie, F. K., & Toner, I. J. (1984). Direct labeling, tester expectancy and delay maintenance behaviour in Scottish preschool children. International Journal of Behavioral Development, 7, 333-341.
66. Rothbart, M., & Derryberry, D. (1981). Development of individual differences in temperament. In M. Lamb & A. Brown (Eds.), Advances in Developmental Psychology (Vol. 1, pp. 37-86)). Hillsdale, NJ: Lawrence Erlbaum Associates.
67. Ruffman, T. (2004). Children's understanding of mind: Constructivist but theory-like. Behavioral and Brain Sciences, 27, 120-121.
68. Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The windows task as a measure of strategic deception in preschoolers and autistic subjects. British Journal of Developmental Psychology, 9, 331-349.
69. Sabbagh, M., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and US preschoolers. Psychological Science, 17, 74-81.
70. Samuels, M. C., Brooks, P. J., & Frye, D. (1996). Strategic game playing through the Windows Task. British Journal of Developmental Psychology, 14, 159-172.
71. Short, B. (2007). The effect of training and the transfer of skills between false belief, card sorting and inhibitory control tasks: Is one method of training superior? Unpublished MSc theses, Department of Psychology, Lancaster University, UK.
72. Simpson, A., & Riggs, K. J. (2005). Inhibitory and working memory demands of the daynight task in children. British Journal of Developmental Psychology, 23, 471-486.
73. Simpson, A., Riggs, K. J., & Simon, M. (2004). What makes the windows task difficult for young children: Rule inference or rule use? Journal of Experimental Child Psychology, 87, 155-170.
74. Slaughter, V., & Gopnik, A. (1996). Conceptual coherence in the child's theory of mind:Training children to understand belief. Child Development, 67, 2967-2988.
75. Sokol, B. W., & Müller, U. (Eds.). (2007). The development of self-regulation: Toward the integration of cognition and emotion (Special issue). Cognitive Development, 22, 401-567.
76. Tardif, T., So, C. W-C., & Kaciroti, N. (2007). Language and false belief: Evidence for general, not specific effects in Cantonese-speaking preschoolers. Developmental Psychology, 43, 318-340.
77. Tatler, B. W., & Hutton, S. B. (2007). Trial by trial effects in the antisaccade task. Experimental Brain Research, 179, 387-396.
78. Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
79. Tomasello, M., Carpenter, M., & Liszkowski, U. (2007). A new look at infant pointing. Child Development, 78, 705-722.
80. Toner, I. J., Moore, L. P., & Emmons, B. A. (1980). Effect of being labelled on subsequent self-control in children. Child Development, 51, 618-621.
81. Toner, I. J., & Smith, R. A. (1977). Age and overt verbalisation in delay-maintenance behavior in children. Journal of Experimental Child Psychology, 24, 123-128.
82. Towse, J., Lewis, C., & Knowles, M. (2007). When knowledge is not enough; the phenomenon of goal neglect in preschool children. Journal of Experimental Child Psychology, 96, 320-332.
83. Towse, J. N., Redbond, J., Houston-Price, C. M. T., & Cook, S. (2000). Understanding the dimensional change card sort Perspectives from task success and failure. Cognitive Development, 15, 347-365.
84. Vinden, P. G. (1996). Junin Quechua children's understanding of mind. Child Development, 67, 1701-1716.
85. Vinden, P. G. (1999). Children's understanding of mind and emotion: A multi-cultural comparison. Cognition and Emotion, 13, 19-48.
86. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
87. Ward, G., & Allport, A. (1997). Planning and problem-solving using the 5-disc Tower of London task. Quarterly Journal of Experimental Psychology, 50, 49-70.
88. Wellman, H. M., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development, 75, 523-541.
89. Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11, 37-63.
90. Zelazo, P. D., & Jacques, S. (1997). Children's rule use: Representation, reflection and cognitive control. Annals of Child Development, 12, 119-176.
91. Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68, Serial No. 274.