Theory of Mind: Beyond the Preschool Years

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Pollard G. Persuasion tactics used by college age females on college age males. Henry J. Phillips L.

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Ruffman T. A meta-analytic review of age differences in theory of mind. Psychology of Aging 28 3 — Karmiloff-Smith A. Beyond Modularity. A Developmental Perspective on Cognitive Science. Kim M. A cross-cultural comparison of implicit theories of requesting. Communication Monographs 61 3 — Kline S.

Communication Education 47 2 — Kuhn D. Zillmer N. Developing norms of argumentation: Metacognitive epistemological and social dimensions of developing argumentive competence. Cognition and Instruction 31 4 — Lagattuta K. Kramer H. Kennedy K. Hjortsvang K. Goldfasrb D. Advances in Child Development and Behavior 48 — Sayfan L. Forgetting common ground: Six- to seven-year-olds have an overinterpretive theory of mind.

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Developmental Psychology 46 6 — Leslie A. Knobe J. Psychological Science 17 5 — Malle B. Intentional action in folk psychology. Sandis Eds. A Companion to the Philosophy of Action pp. Chichester UK: Willey-Blackwell. The folk concept of intentionality.

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Journal of Experimental Social Psychology 33 2 — Moses L. Introduction: The significance of intentionality. McQuarrie E. Indirect persuasion in advertising: How consumers process metaphors presented in pictures and words.

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Journal of Advertising 34 2 7— Miller S. Theory of Mind Beyond the Preschool Years. Mull M. Did she mean to do it? Acquiring a folk theory of intentionality. Journal of Experimental Child Psychology 3 — Myers L. Child Development 79 3 — Ohbuchi K. Power strategies of Japanese children in interpersonal conflict: Effects of age gender and target. Journal of Genetic Psychology 3 3 — Pillow B.

Scott A. Miller (Author of Cognitive Development)

New York NY: Springer. Quinn J. Forewarnings of influence appeals. Linn Eds.

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Resistance and Persuasion pp. Read C. A developmental ecological study of novel metaphoric language use. Language Sciences 53 Part A 86— Rytel J. Psychology of Language and Communication 13 1 21— Schult C. Child Development 73 6 — Searle J. Intentionality: An Essay in the Philosophy of Mind. Simons H. Persuasion in Society. Slaughter V. Peterson C. I can talk you into it: Theory of mind and persuasion behavior in young children. Developmental Psychology 49 2 — Sopory P. Figurative language and persuasion. In: J. Pfau Eds. Stein N.

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The origins and nature of arguments: Studies in conflict understanding emotion and negotiation. Discourse Processes 32 2—3 — Talwar V. Gomez-Garibello C. Computers in Human Behavior 36 — Tokarz M. Argumentacja perswazja manipulacja. Weiss D.

Theory of Mind Fail

Persuasive strategies used by preschool children. Discourse Processes 14 1 Yeates K. Schultz L. The development of interpersonal negotiation strategies in thought and action: A social-cognitive link to behavioral adjustment and social status. A commonly used task to measure Theory of Mind is a false- belief task, such as this:. Children who have developed Theory of Mind will understand that Peter holds a different understanding than them because he did not see in the box. They will respond that Peter thinks Band-Aids are in the box. Those who have yet to develop Theory of Mind might respond that Peter thinks there are pigs in the box, mistakenly assuming Peter holds the same belief as they do.

Around age 4, children improve on tasks of Theory of Mind and are able to understand that someone may be acting based on a false belief about an object or event Kloo et al. It is from older preschoolers—the 4- and 5-year olds—that I most frequently received the response that Peter thinks Band-Aids are in the box, suggesting that these older preschoolers had some level of false-belief understanding. For kids with developmental delays, such as those with autism spectrum disorders ASD , Theory of Mind may take a little longer to develop, and some higher level skills may not be reached at all.

Theory of Mind also predicted ASD diagnosis, such that those with the lowest level of such skills had more severe diagnoses i. Theory of Mind clearly plays a role in the manifestation of developmental delays, with differences between those with delays and typically developing youth persisting into middle childhood and even adolescence.

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  • So, children who have an understanding of false beliefs generally are more advanced in social development as well. There is some evidence that executive function EF skills i. So, what does all of this mean? That Theory of Mind plays a complex role in development. But executive function also contributes to social competence and possibly Theory of Mind skills. Social skills are difficult to teach, model, and encourage for all young children, especially those who are delayed in their development.

    If we can understand the mechanisms behind social competence, such as executive functioning and Theory of Mind, we may be able to help all kids meet the social expectations they encounter in everyday life. Personally, I think executive function is related to social competence, such that those with higher levels of executive function skills also have more social competence, with that relationship being partially explained by Theory of Mind, such as in the model shown here.

    The relationship between social competence and executive function could be more complex and bidrectional, as suggested in some of the literature, but I believe it is most important to determine if EF skills relate to Theory of Mind and social competence in this way. Alduncin, N. Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Human Development, 90 6 , — Astington, J.

    Sometimes necessary, never sufficient: False-belief understanding and social competence. Slaughter Eds. Bierman, K. Behavioral and cognitive readiness for school: Cross-domain associations for children attending Head Start. Social Development, 18 2 , — Hoogenhout, M.