A developmental perspective for promoting theory of mind

Topics in Language Disorders

Volumn 34, Issue 4, 2014, Pages 362-382

  Westby, Carol ^a   Robinson, Lee ^b  

^a Bilingual Multicultural Services   (United States)

^b BRIGHAM YOUNG UNIVERSITY   (United States)

Author keywords

Intersubjectivity; intervention; joint attention; mental state vocabulary; metacognition; self regulation; sentential complements; theory of mind

Indexed keywords

EID: 84922271159     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/TLD.0000000000000035     Document Type: Article

References (80)

1. Abu-Akel, A., & Shamay-Tsoory, S. (2011). Neuroanatom-ical and neurochemical bases of theory of mind. Neu-ropsychologia, 49, 2971-2984.
2. Adrian, J., Clemente, R. A., & Villanueva, L. (2007). Mothers' use of cognitive state verbs in picture-book reading and the development of children's understanding of mind: A longitudinal study. Child Development, 78, 1037-1404.
3. Allen, J. R., & Kinsey, K. (2013). Teaching theory of mind. Early Education and Development, 24, 865-876.
4. Astington, J. W., & Baird, J. A. (2005). Why language matters for theory of mind. New York: Oxford.
5. Atance, C. M., & O'Neill, D. K. (2005). The emergence of episodic future thinking in humans. Learning and Motivation, 26, 126-144.
6. Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.
7. Baron-Cohen, S. (2011). The science of evil. New York: Basic Books.
8. Baron-Cohen, S., Golan, O., Wheelwright, S., & Hill, J.J. (2004). Mind reading: The interactive guide to emotions. London: Jessica Kingsley. Retrieved from www.jkp.com/mindreading
9. Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author. New York: Scholastic.
10. Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., et al. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41, 997-1006.
11. Brinton, B., & Fujiki, M. (2010). Principles of assessment and intervention. In S. Damico, M. J. Ball, & N. Muller (Eds.), Handbook of language and speech disorders (pp. 131-150). Oxford: Blackwell.
12. Brinton, B., Robinson, L., & Fujiki, M. (2004). Description of a program for social language intervention: "If you can have a conversation, you can have a relationship." Language, Speech and Hearing Research in the Schools, 35, 283-290.
13. Charman, T., Swettenham, J., Baron-Cohen, S., Cox, A., Baird, G., & Drew, A. (1997). Infants with autism: An investigation of empathy, pretend play, joint attention, and imitation. Developmental Psychology, 33, 781-789.
14. Conti-Ramsden, G., St Clair, M. C., Pickles, A., Durkin, K., Oetting, J., & Hadley, P. (2012). Developmental trajectories of verbal and nonverbal skills in individuals with a history of specific language impairment: From childhood to adolescence. Journal of Speech, Language & Hearing Research, 55(6), 1716-1735.
15. Doherty, M. J. (2009). Theory of mind: How children understand others' thoughts and feelings. New York: Taylor & Francis.
16. Dvash, J., & Shamay-Tsoory, S. B. (2014). Theory of mind and empathy as multidimensional constructs: Neurological foundations. Topics in Language Disorders, 34, 282-295.
17. Fivush, R. (2011). The development of autobiographical memory. Annual Review of Psychology, 62, 559-582.
18. Ford, J. A., & Milosky, L. M. (2003). Inferring emotional reactions in social situations: Differences in children with language impairment. Journal of Speech, Language, and Hearing Research, 46, 21-30.
19. Freedman, M., & Stuss, D. T. (2011). Theory of mind in Parkinson's disease. Journal of the Neurological Sciences, 15, 225-227.
20. Frith, U. (1989). Autism: Explaining the enigma. Oxford: Basil Blackwell.
21. Frith, U., & Frith, C. D. (2003). Development and neu-rophysiology of mentalizing. Philosophical Transactions of the Royal Society of London, Series B, 358, 459-473.
22. Gallagher, S., & Hutto, D.D.(2008). Understanding others through primary interaction and narrative practice. In J. Zlatev, T.P. Racine, C. Sinha, & E. Itkonen (Eds.), The shared mind: Perspectives on intersubjectivity (pp. 17-38). Amsterdam: John Benjamins.
23. Gerber, S. (2007). Visual reality. New York: Queens College.
24. Goldstein, T. R., & Winner, E. (2012). Enhancing empathy and theory of mind. Journal of Cognition and Development, 13, 19-37.
25. Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., et al. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40, 269-279.
26. Golan, O., & Baron-Cohen, S. (2006). Systematizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18, 591-617.
27. Goodes, K. S., Ishijia, E., Chang, Y., & Kasari, C. (2013). Preschool based JASPER intervention in minimally verbal children with autism: Pilot RTC. Journal of Autism and Developmental Disorders, 43, 1050-1056.
28. Gopnik, A., & Astington, J. W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37.
29. Greenspan, S., & Wieder, S. (2009). Engaging autism: Using the floortime approach to help children relate, communicate, and think. Philadelphia: Da Capo Press.
30. Gross, J. J. (2008). Emotion regulation. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (pp. 497-512). New York: Guilford.
31. Gutstein, S. E. (2009). The RDI book. Houston, TX: Connections Center.
32. Hadwin, J. A., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Developmental Disorders, 27, 519-537.
33. Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346-359.
34. Harris, P. L., Olthof, K., Terwogt, M. M., & Hardman, C. C. (1987). Children's knowledge of the situations that provoke emotion. International Journal of Behavioral Development, 10, 319-343.
35. Howard, A. A., Mayeux, L., & Naigles, L. (2008). Conversational correlates of children's acquisition of mental verbs and a theory of mind. First Language, 28, 375-402.
36. Hutchins, T., & Prelock, P. (in press). The theory of mind task battery.
37. Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487-505.
38. Kasari, C., Fannin, D. K., & Goods, K. S. (2012). Joint attention intervention for children with autism. In P. A. Prelock, & R. J. McCauley (Eds.), Treatment of autism spectrum disorders (pp. 139-161). Baltimore: Brookes.
39. Keysers, C. (2011). The empathetic brain. Social Brain Press.
40. Kimhi, Y. (2014). Theory of mind abilities and deficits in autism spectrum disorders. Topics in Language Disorders, 34, 329-343.
41. Laible, D. (2004a). Mother-child discourse surrounding a child's past behavior at 30 months: Links to emotional understanding and early conscious development at 36 months. Merrill Palmer Quarterly, 50, 159-180.
42. Laible, D. (2004b). Mother-child discourse in two contexts: Links with child temperament, attachment security, and socioemotional competence. Developmental Psychology, 40, 979-992.
43. Lawton, K., & Kasari, C. (2012). Teacher-implemented joint attention intervention: Pilot randomized controlled study for preschoolers with autism. Journal of Consulting and Clinical Psychology, 80, 687-693.
44. Lewis, M. (2014). The rise of consciousness and the development of emotional life. New York: Guilford.
45. Liddle, B., & Nettle, D. (2006). Higher-order theory of mind and social competence in school-age children. Journal of Cultural and Evolutionary Psychology, 4, 231-246.
46. Louie, A.-L. (1996). Yeh-Shen: A Chinese Cinderella tale. New York: Puffin.
47. Lucariello, J. M., Durand, T. M., & Yarnell, L. (2007). Social versus intrapersonal ToM: Social ToM is a cognitive strength for low-and middle-SES children. Journal of Applied Developmental Psychology, 28, 285-297.
48. Madrigal, S., & Winner, M. G. (2008). Superflex: A superhero social thinking game. San Jose, CA: Social Thinking.
49. Martin-Rodrigues, J. F., & Leon-Carrion, J. (2010). Theory of mind deficits in patients with acquired brain injury: A quantitative review. Neuopsychologia, 48, 1181-1191.
50. McPartland, J. C., & Pelphrey, K. A. (2012). The implications of social neuroscience for social disability. Journal of Autism and Developmental Disorders, 42, 1256-1262.
51. Meindl, J. N., & Cannella-Malone, J. I. (2011). Initiating and responding to joint attention bids in children with autism: A review of the literature. Research in Developmental Disabilities, 32, 1441-1454.
52. Michalson, L., & Lewis, M. (1985). What do children know about emotions and when do they know it. In M. Lewis, & C. Saarni (Eds.), The socialization of emotions (pp. 117-139). New York, NY: Plenum.
53. Mundy, P. (2003). Early social communication scales. Retrieved from http://www.ucdmc.ucdavis.edu/mindinstitute/ourteam/faculty staff/escs.pdf
54. Mundy, P., & Newell, L. (2007). Attention, joint attention and social cognition. Current Directions in Psychological Science, 16, 269-274.
55. Nikolajeva, M. (2013). Picturebooks and emotional literacy. Reading Teacher, 67, 249-254.
56. Northoff, G., Heinzel, A., de Greck, M., Felix, B., Do-browolny, H., & Panksepp, J. (2006). Self-referential processing in our brain: A meta-analysis of imaging studies on the self. NeuroImage, 31, 440-457.
57. O'Hare, A. E., Bremner, L, Nash, M., Happe, F., & Pettigrew, L. (2009). A clinical assessment tool for advanced theory of mind performance in 5 to 12 year olds. Journal of Autism & Developmental Disorders, 39, 916-928.
58. Perner, J. (1993). Understanding the representational mind. Cambridge, MA: MIT Press.
59. Pons, R., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3-11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127-152.
60. Prebble, S. C., Addis, D. R., & Tippett, L. J. (2013) Autobiographical memory and sense of self. Psychological Bulletin, 139, 815-840.
61. Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1, 515-526.
62. Prizant, B. M., Wetherby, A., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS Model: A comprehensive educational approach for young children with autism spectrum disorders (Vol. II). Baltimore: Brookes.
63. Scarpa, A., Wells, A., & Attwell, T. (2012). Exploring feelings for young children with high-functioning autism or Asperger's disorder. Philadelphia: Jessica Kingsley.
64. Sebastian, C., Fontaine, N. M. G., Bird, G., Blakemore, S. J., DeBrito, S. A., McCrory, E. J. P., et al. (2012). Neural processing associated with cognitive and affective theory of mind in adolescents and adults. Social Cognitive and Affective Neuroscience, 7, 53-63.
65. Selznick, B. (2007). The invention of Hugo Cabret. New York: Scholastic.
66. Selznick, B. (2011). Wonderstruck. New York: Scholastic.
67. Shamay-Tsoory, S. (2011). The neural bases of empathy. The Neuroscientist, 17, 18-24.
68. Slaughter, V., Peterson, C. C., & Mackintosh, E. (2007). Mind what mother says: Narrative input and theory of mind in typical children and those on the autism spectrum. Child Development, 78, 839-858.
69. Southam-Gerow, M. A. (2013). Emotion regulation in children and adolescents. New York: Guilford.
70. Stanzione, C., & Schick, B. (2014). Environmental language factors in theory of mind development: Evidence from children who are deaf/hard-of-hearing or who have specific language impairment. Topics in Language Disorders, 34, 296-312.
71. Sussman, F. (2012). More than words (2nd ed.). Toronto, Ontario, Canada: Hanen Centre.
72. Tanaka, J. W., Wolf, J. M., Klaiman, C., Koenig, K., Cockburn, J., Herlihy, L., et al. (2010). Using computerized games to teach face recognition skills to children with autism spectrum disorder: The Let's Face It! program. Journal of Child Psychology & Psychiatry, 51, 944-952.
73. Thomas, J. (2008). The doghouse. Orlando, FL: Harcourt.
74. Thompson, R. A., & Newton, E. K. (2013). Baby altruists? Examining the complexity of prosocial motivation in young children. Infancy, 18, 120-133.
75. Tine, M., & Lucariello, J. (2012). Unique theory of mind differentiation in children with autism and Asperger syndrome. Autism Research and Treatment, 2012, 1-11.
76. Vermeulen, P. (2012). Autism as context blindness. Shawnee Mission, KS: AAPC.
77. Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523-541.
78. Westby, C. E. (2000). A scale for assessing development of children's play. In K. Gitlin-Weiner, A. Sandgund, & C. Schaefer (Eds.), Play diagnosis and assessment (pp. 15-57) New York: Wiley.
79. Wilson, M. S. (2012). The language foundation for developing theory of mind. Winooski, VT: Laureate.
80. Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition education. Handbook of metacognition in education (pp. 297-315). New York: Routledge.