scholarly journals The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years

2021 ◽  
Author(s):  
Christopher Osterhaus ◽  
Susanne Koerber
Keyword(s):  
Longitudinal Study ◽  
Theory Of Mind ◽  
Middle Childhood ◽  
Advanced Theory Of Mind

Advanced theory of mind in middle childhood and adulthood

2021 ◽  
pp. 15-36
Author(s):  
Kristin Hansen Lagattuta ◽  
Hannah J. Kramer
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Advanced Theory Of Mind

Engagement in Role Play, Pretense, and Acting Classes Predict Advanced Theory of Mind Skill in Middle Childhood

2011 ◽  
Vol 30 (3) ◽  
pp. 249-258 ◽  
Author(s):  
Thalia R. Goldstein ◽  
Ellen Winner
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Role Play ◽  
Advanced Theory Of Mind

scholarly journals Relations between theory of mind and executive function in middle childhood: A short-term longitudinal study

2017 ◽  
Vol 163 ◽  
pp. 69-86 ◽  
Author(s):  
Serena Lecce ◽  
Federica Bianco ◽  
Rory T. Devine ◽  
Claire Hughes
Keyword(s):  
Executive Function ◽  
Longitudinal Study ◽  
Theory Of Mind ◽  
Middle Childhood ◽  
Short Term

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 Advanced Theory of Mind in patients at early stage of Parkinson’s disease

2012 ◽  
Vol 18 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Rwei-Ling Yu ◽  
Ruey-Meei Wu ◽  
Ming-Jang Chiu ◽  
Chun-Hwei Tai ◽  
Chin-Hsien Lin ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Theory Of Mind ◽  
Early Stage ◽  
Advanced Theory Of Mind

Advanced theory of mind in adolescence: Do age, gender and friendship style play a role?

2017 ◽  
Vol 56 ◽  
pp. 145-156 ◽  
Author(s):  
Marta Białecka-Pikul ◽  
Anna Kołodziejczyk ◽  
Sandra Bosacki
Keyword(s):  
Theory Of Mind ◽  
Advanced Theory Of Mind

scholarly journals How do thoughts, emotions, and decisions align? A new way to examine theory of mind during middle childhood and beyond

2016 ◽  
Vol 149 ◽  
pp. 116-133 ◽  
Author(s):  
Kristin Hansen Lagattuta ◽  
Noel M. Elrod ◽  
Hannah J. Kramer
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood

Maternal differential treatment of siblings and children's behavioral problems: A longitudinal study

1995 ◽  
Vol 7 (3) ◽  
pp. 515-528 ◽  
Author(s):  
Shirley McGuire ◽  
Judy Dunn ◽  
Robert Plomin
Keyword(s):  
Longitudinal Study ◽  
Behavior Problems ◽  
Middle Childhood ◽  
Behavioral Problems ◽  
Externalizing Problems ◽  
Differential Treatment ◽  
Children's Adjustment ◽  
Differential Attention ◽  
The Relationship ◽  
Older Siblings

AbstractResearchers have examined links between maternal differential treatment of siblings and children's adjustment; however, little is known about the longitudinal nature of these associations. The goal of this study was to examine the relationship between maternal differential treatment of the siblings, direct parenting of older siblings, and older siblings' behavior problems across middle childhood. Eighty-two families were interviewed twice in their homes when the siblings averaged 4.7 and 7.7 years of age and, again when they averaged 7.9 and 10.5 years of age. Mothers completed questionnaires about parenting and older siblings' adjustment during the summer after the older siblings' 7th and 11th birthdays. Teachers completed questionnaires about the older siblings' adjustment and returned them through the mail. There was significant stability in the mothers' reports of differential treatment and significant associations between mothers' reports of maternal differential discipline and differential attention and mothers' and teachers' reports of older siblings' externalizing problems across time. Direct parenting measures were not correlated with differential treatment or older siblings' behavior problems across time.

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