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Meta-analysis of theory-of-mind development: the truth about false belief.
TLDR
A meta-analysis found that when organized into a systematic set of factors that vary across studies, false-belief results cluster systematically with the exception of only a few outliers, and is consistent with theoretical accounts that propose that understanding of belief, and, relatedly, understanding of mind, exhibit genuine conceptual change in the preschool years.
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Scaling of theory-of-mind tasks.
TLDR
The sequence of understandings evident in preschoolers' developing theory of mind is addressed, where for most children if they passed a later item they passed all earlier items as well, as confirmed by Guttman and Rasch measurement model analyses.
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Children Talk About the Mind
1. Children, Mind, and Language: An Introduction 2. Language and Mind: Methods 3. Talk about Thoughts and Beliefs 4. Talk about Desires 5. Desires and Beliefs 6. Explanations and Arguments 7.…
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The Child's Theory of Mind
Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? "The Child's Theory of Mind" integrates the…
Making Minds: How Theory of Mind Develops
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Developmental foundations of externalizing problems in young children: The role of effortful control
Examined associations between effortful control temperament and externalizing problems in 220 3-year-old boys and girls, controlling for co-occurring cognitive and social risk factors. We also…
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Steps in theory-of-mind development for children with deafness or autism.
TLDR
Testing 145 children with deafness, autism, or typical development using a ToM scale indicates that children with autism showed an importantly different sequence of understandings (in the later steps of the progression) relative to all other groups.
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Cognitive development: foundational theories of core domains.
TLDR
Theories about Biological Kinds, Ontology: Living Things, and Biologically Specific Causal Processes are presented.
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Theory of mind development in Chinese children: a meta-analysis of false-belief understanding across cultures and languages.
TLDR
The findings show parallel developmental trajectories of false-belief understanding for children in China and North America coupled with significant differences in the timing of development across communities-children's false-Belief performance varied across different locales by as much as 2 or more years, which support the importance of both universal trajectories and specific experiential factors in the development of theory of mind.
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Insides and essences: Early understandings of the non-obvious
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