Developing organization of mental verbs: Evidence for the development of a constructivist theory of mind in middle childhood

1996 ◽  
Vol 11 (2) ◽  
pp. 265-294 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
William V. Fabricius ◽  
Caroline R. Noyes
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Constructivist Theory ◽  
Mental Verbs

Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions.

1998 ◽  
Vol 34 (3) ◽  
pp. 512-524 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Robbie L. Henderson ◽  
William V. Fabricius
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Mental Verbs

scholarly journals Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior

2017 ◽  
Vol 154 ◽  
pp. 28-45 ◽  
Author(s):  
Amy A. Weimer ◽  
Susan J. Parault Dowds ◽  
William V. Fabricius ◽  
Paula J. Schwanenflugel ◽  
Go Woon Suh
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Middle Childhood ◽  
Early Adulthood ◽  
Constructivist Theory ◽  
And Behavior

The Mediating Effect of Language on the Development of Cognitive and Affective Theory of Mind

2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott
Keyword(s):  
Theory Of Mind ◽  
Social Functioning ◽  
Middle Childhood ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Language Abilities ◽  
Language Assessments ◽  
Empathic Ability ◽  
The Relationship

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of cognitive and affective ToM. 151 children aged between 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their child’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM, but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.

scholarly journals Theory of mind and executive function during middle childhood across cultures

2016 ◽  
Vol 149 ◽  
pp. 6-22 ◽  
Author(s):  
Zhenlin Wang ◽  
Rory T. Devine ◽  
Keri K. Wong ◽  
Claire Hughes
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Middle Childhood

Reprint of “Biological motion perception links diverse facets of theory of mind during middle childhood”

2016 ◽  
Vol 149 ◽  
pp. 72-80 ◽  
Author(s):  
Katherine Rice ◽  
Laura C. Anderson ◽  
Kayla Velnoskey ◽  
James C. Thompson ◽  
Elizabeth Redcay
Keyword(s):  
Theory Of Mind ◽  
Motion Perception ◽  
Middle Childhood ◽  
Biological Motion ◽  
Biological Motion Perception

scholarly journals The role of ToM in creating a reminiscence bump for MEAMs from adolescence

2017 ◽  
Vol 47 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Susanne Kristen-Antonow
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Cognitive Theory ◽  
Factual Knowledge ◽  
Autobiographical Memories ◽  
Reminiscence Bump ◽  
Time Period ◽  
Before And After ◽  
Emotional Aspects

To date, studies have yet to consider the role of theory of mind as an important factor in developing music-related autobiographical memories. Further, it remains unclear if one remembers primarily factual knowledge about a song (semantic memory) or if one retrieves the perceptual and emotional aspects of the life situation connected to a song (episodic memory). To close these research gaps, 61 participants with an average age of 20 years listened to 33 songs topping the charts during their early childhood, childhood or youth. Next to a range of control variables (e.g. family size) participants’ state emotions before and after the experiment, as well as their socio-affective and socio-cognitive theory of mind were assessed. The music mainly invoked episodic versus semantic memories. The strongest positive predictor of specific episodic music-related autobiographical memories from later youth was participants’ socio-cognitive theory of mind. Results also revealed that songs released during early and middle childhood were listened to beyond this time period and triggered mainly memories from early youth. The results are discussed in regard to the possible role of socio-cognitive factors in creating a reminiscence bump for music from later youth.

scholarly journals Conversational correlates of children's acquisition of mental verbs and a theory of mind

2008 ◽  
Vol 28 (4) ◽  
pp. 375-402 ◽  
Author(s):  
Alice Ann Howard ◽  
Lara Mayeux ◽  
Letitia R. Naigles
Keyword(s):  
Theory Of Mind ◽  
Mental Verbs
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