SEARCH

SEARCH BY CITATION

References

  • Adachi, T., Koeda, T., Hirabayashi, S., Maeoka, Y., Shiota, M., Wright, E.C., & Wada, A. (2004). The metaphor and sarcasm scenario test: A new instrument to help defferentiate high functioning pervasive developmental disorder from attention deficit/hyperactivity disorder. Brain & Development, 26, 301306.
  • Astington, J. W., & Baird, J.A. (Eds.) (2005). Why language matters for Theory of Mind. New York: Oxford University Press.
  • Banerjee, R. (2000). The development of an understanding of modesty. British Journal of Developmental Psychology, 18, 499517.
  • Baron-Cohen, S. (1989a). Are autistic children behaviourists? An examination of their mental-physical and appearance-reality distinctions. Journal of Autism and Developmental Disorders, 19, 579600.
  • Baron-Cohen, S. (1989b). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30, 285298.
  • Baron-Cohen, S. (1992). Out of sight or out of mind: Another look at deception in autism. Journal of Child Psychology and Psychiatry, 33, 11411155.
  • Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S.Baron-Cohen, Tager-FlusbergH. & D. JCohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (Second ed., pp. 320). Oxford: Oxford University Press.
  • Baron-Cohen, S., Cross, P., Crowson, M., & Roberston, M. (1994). Can children with Tourette’s syndrome edit their intentions? Psychological Medicine, 24, 2940.
  • Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Roberston, M. (1997). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 7, 813822.
  • Baron-Cohen, S., Leslie, A.M., & Frith, U. (1986). Mechanical, behavioural and intentional understanding of picture stories in autistic children. British Journal of Developmental Psychology, 4, 113125.
  • Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29, 407418.
  • Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (1993). Understanding other minds: Perspectives from autism. Oxford: Oxford University Press.
  • Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (Eds.) (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience. Oxford: Oxford University Press.
  • Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001a). The ‘Reading the Mind in the Eyes’ Test Revised Version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal of Child Psychology and Psychiatry, 42, 241251.
  • Baron-Cohen, S., Wheelwright, S., Scahill, V., Lawson, J., & Spong, A. (2001b). Are intuitive physics and intuitive psychology independent? A test with children with Asperger syndrome. Journal of Developmental and Learning Disorder, 5, 4778.
  • Beaumont, R. B., & Sofronoff, K. (2008). A new computerised advanced theory of mind measure for children with Asperger syndrome: The ATOMIC. Journal of Autism and Developmental Disorders, 38, 249260.
  • Beeghly, M., & Cicchetti, D. (1994). Child maltreatment, attachment and the self system: Emergence of an internal state lexicon in toddlers at high risk. Development and Psychopathology, 6, 530.
  • Blair, J., Sellars, C., Strickland, I., Clark, F., Williams, A., Smith, M., & Jones, L. (1996). Theory of mind in the psychopath. The Journal of Forensic Psychiatry, 7, 1525.
  • Bora, E., Sehitoglu, G., Aslier, M., Atabay, I., & Veznedaroglu, B. (2007). Theory of mind and unawareness of illness in schizophrenia: Is poor insight a mentalizing deficit? European Archives of Psychiatry & Clinical Neuroscience, 257, 104111.
  • Bora, E., Vahip, S., Gonoul, A.S., Akdeniz, F., Alkan, M., Ogut, M., & Eryavuz, A. (2005). Evidence for theory of mind deficits in euthymic patients with bipolar disorder. Acta Psychiatrica Scandinavica, 112, 110116.
  • Boucher, J. (1981). Memory for recent events in autistic children. Journal of Autism and Developmental Disorders, 11, 293301.
  • Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18, 906921.
  • Bright-Paul, A., Jarrold, C., & Wright, D.B. (2008). Theory-of-mind development influences suggestibility and source monitoring. Developmental Psychology, 44, 10551068.
  • Buitelaar, J. K., Van Der Wees, M., Swaab-Barneveld, H., & Van Der Gaag, R. (1999). Theory of mind and emotion-recognition functioning in autistic spectrum disorder and in psychiatric control and normal children. Development and Psychopathology, 11, 3958.
  • Buitelaar, J. K., Swab, H., Van Der Wees, M., & Wildschut, M. (1996). Neuropsychological impairments and deficits in theory of mind and emotion recognition in a non-autistic boy. European Journal of Child and Adolescent Psychiatry, 5, 4451.
  • Cahill, K. R., Deater-Deckard, K., Pike, A., & Hughes, C. (2007). Theory of mind, self-worth, and the mother-child relationship. Social Development, 16, 4556.
  • Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 595616.
  • Cicchetti, D., Rogosch, F.A., Maughan, A., Toth, S.L., & Bruce, J. (2003). False belief understanding in maltreated children. Development and Psychopathology, 15, 10671091.
  • Cohen, J. A., Perel, J.M., DeBellis, M.D., Friedman, M.J., & Putnam, F.W. (2002). Treating traumatized children. Trauma, Violence and Abuse, 3, 91108.
  • Corcoran, R. (1999). Autonoetic awareness, executive social skills, and the appreciation of intention: Figurative reasoning in amnesia, confabulation, and schizophrenia. Cognitive Neuropsychiatry, 4, 5580.
  • Corcoran, R. (2000). Theory of mind in other clinical conditions: Is a selective ‘theory of mind’ deficit exclusive to autism? In S.Baron-Cohen, Tager-FlusbergH. & D.J.Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (Second ed.). Oxford: Oxford University Press.
  • Corcoran, R. (2001). Theory of mind and schizophrenia. In P. W.Corrigan & D.L.Penn (Eds.), Social cognition and schizophrenia (pp. 149174). Washington, DC: American Psychological Association.
  • Corcoran, R., & Frith, C.D. (1994). Neuropsychology and neurophysiology in schizophrenia. Current Opinion in Psychiatry, 7, 4750.
  • Corcoran, R., & Frith, C.D. (1996). Conversational conduct and the symptoms of schizophrenia. Cognitive Neuropsychiatry, 1, 305318.
  • Corcoran, R., & Frith, C.D. (2003). Autobiographical memory and theory of mind: Evidence of a relationship in schizophrenia. Psychological Medicine, 33, 897905.
  • Corcoran, R., Cahill, C., & Frith, C.D. (1997). The appreciation of visual jokes in people with schizophrenia: A study of ‘mentalizing’ ability. Schizophrenia Research, 24, 319327.
  • Corcoran, R., Mercer, G., & Frith, C.D. (1995). Schizophrenia, symptomatology and social inference: Investigating ‘theory of mind’ in people with schizophrenia. Schizophrenia Research, 17, 513.
  • Cornish, K., Burack, J.A., Rahman, A., Munir, A., Russo, N., & Grant, C. (2005). Theory of mind deficits in children with fragile X syndrome. Journal of Intellectual Disability Research, 49, 372378.
  • Craig, J., & Baron-Cohen, S. (1999). Creativity and imagination in autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 319326.
  • Cutting, A. L., & Dunn, J. (1999). Thoery of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853865.
  • Davies, M., & Stone, T. (2003). Synthesis: Psychological understanding and social skills. In B.Repacholi & V.Slaughter (Eds.), Individual differences in theory of mind: Implications for typical and atypical development (pp. 305352). New York: Psychology Press.
  • De Rosnay, M., Harris, P.L., & Pons, F. (2008). Making links between emotion understanding and developmental psychopathology in young children: Normative patterns and the case of maltreatment. In C.Sharp, P.Fonagy & I.Goodyer (Eds.), Social cognition and developmental psychopathology. Oxford: Oxford University Press.
  • De Villiers, P. A. (2005). The role of language in theory-of-mind development: What deaf children tell us. In J. W.Astington & J.A.Baird (Eds.), Why language matters for theory of mind (pp. 266297). New York: Oxford University Press.
  • Dewey, M. (1991). Living with Asperger’s syndrome. In U.Frith (Ed.), Autism and Asperger syndrome (pp. 184206). Cambridge: Cambridge University Press.
  • Dodge, K. A., Bates, J.E., & Pettit, G.S. (1991). Mechanisms in the cycle of violence. Science, 250, 16781683.
  • Dolan, M., & Fullam, R. (2004). Theory of mind and mentalizing ability in antisocial personality disorder with and without psychopathy. Psychological Medicine, 34, 10931102.
  • Duke, S. (2006). Children’s understanding of intrusive thoughts and the limits of consciousness. Unpublished doctoral dissertation, Graduate School of Education. Cambridge, MA: Harvard University.
  • Dunn, J., & Cutting, A.L. (1999). Understanding others, and individual differences in friendship interactions in young children. Social Development, 8, 201219.
  • Fahie, C. M., & Symons, D.K. (2003). Executive functioning and theory of mind in children clinically referred for attention and behavior problems. Journal of Applied Developmental Psychology, 24, 5173.
  • Farrant, A., Morris, R.G., Russel, T., Elwes, R., Akanuma, G., & Kontroumanidis, M. (2005). Social cognition in frontal lobe epilepsy. Epilepsy & Behavior, 7, 506616.
  • Feinfeld, K. A., Lee, P.P., Flavell, E.R., Green, F.L., & Flavell, J.H. (1999). Young children’s understanding of intention. Child Development, 14, 463486.
  • Filippova, E., & Astington, J.W. (2008). Further development in social reasoning revealed in discourse irony understanding. Child Development, 79, 126138.
  • Fisher, N., Happé, F., & Dunn, J. (2005). The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties. Journal of Child Psychology and Psychiatry, 46, 409419.
  • Flavell, J. H., Green, F.L., & Flavell, E.R. (1993). Children’s understanding of the stream of consciousness. Child Development, 64, 387398.
  • Flavell, J. H., Green, F.L., & Flavell, E.R. (1995). Young children’s knowledge about thinking. Monographs of the Society for Research in Child Development, 60, 196.
  • Flavell, J. H., Green, F.L., & Flavell, E.R. (1998). The mind has a mind of its own: Developing knowledge about mental uncontrollability. Cognitive Development, 13, 127138.
  • Flavell, J. H., Green, F.L., & Flavell, E.R. (2000). Development of children’s awareness of their own thoughts. Journal of Cognition & Development, 1, 112.
  • Fonagy, P., Gergely, G., & Target, M. (2007). The parent-infant dyad and the contstruction of the subjective self. Journal of Child Psychology and Psychiatry, 48, 288328.
  • Fonagy, P., Gergely, G., Jurist, E.L., & Target, M. (2002). Affect regulation, mentalization, and the development of the self. New York: Other Press.
  • Fonagy, P., Target, M., Gergely, G., Allen, J.G., & Bateman, A.W. (2003). The developmental roots of borderline personality disorder in early attachment relationships: A theory and some evidence. Psychoanalytic Inquiry, 23, 412459.
  • Frith, C. (1992). The cognitive neuropsychology of schizophrenia. Hove, UK: Lawrence Erlbaum/Taylor & Francis.
  • Frith, C. D., & Corcoran, R. (1996). Exploring theory of mind in people with schizophrenia. Psychological Medicine, 26, 521530.
  • Frith, C. D., & Frith, U. (2008). Implicit and explicit processes in social cognition. Neuron, 60, 503510.
  • Frith, U., & Frith, C.D. (2003). Development and neurophysiology of mentalizing. Philosophical Transactions of the Royal Society of London - Series B: Biological Sciences, 358, 459473.
  • Frith, U., Happé, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3, 108124.
  • Garfield, J. L., Peterson, C.C., & Perry, T. (2001). Social cognition, language acquisition and the development of the theory of mind. Mind & Language, 16, 494541.
  • Golan, O., Baron-Cohen, S., Hill, J.J., & Golan, Y. (2006). The ‘Reading the Mind in Films’ task: Complex emotion recognition in adults with and without autism spectrum conditions. Social Neuroscience, 1, 111123.
  • Golan, O., Baron-Cohen, S., Hill, J.J., & Rutherford, M.D. (2007). The ‘Reading the Mind in the Voice’ test revised: A study of complex emotion recognition in adults with and without autism spectrum conditions. Journal of Autism and Developmental Disorders, 37, 10961106.
  • Gopnik, A., & Graf, P. (1988). Knowing how you know: Young children’s ability to identify and remember the source of their beliefs. Child Development, 59, 13661371.
  • Grant, C. M., Apperly, I., & Oliver, C. (2007). Is theory of mind understanding impaired in males with fragile X syndrome? Journal of Abnormal Child Psychology, 35, 1728.
  • Hale, C. M., & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study. Developmental Science, 6, 346359.
  • Happé, F. (1993). Communicative competence and theory of mind in autism: A test of relevance theory. Cognition, 48, 101119.
  • Happé, F. (1994). An advanced test of Theory of Mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129154.
  • Happé, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843855.
  • Happé, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3, 109125.
  • Happé, F., & Frith, U. (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology, 14, 385398.
  • Harris, P. L. (1994). The child’s understanding of emotion: Developmental change and the family environment. Journal of Child Psychology and Psychiatry, 35, 328.
  • Harris, P. L. (1995). Children’s awareness and lack of awareness of mind and emotion. In D.Cicchetti & S.L.Toth (Eds.), Rochester symposium on developmental psychopathology. Volume VI: Emotion, cognition and representation (pp. 3557). Rochester, NY: University of Rochester Press.
  • Harris, P. L. (2006a). Social cognition. In W. D. R. M.Lerner (Ed.), Handbook of child psychology (Vol. 2, pp. 811858). Hoboken, NJ: John Wiley & Sons.
  • Harris, P. L. (2006b). Use your words. British Journal of Developmental Psychology, 24, 253261.
  • Harris, P. L., & Duke, S. (2006). Understanding the flow of thoughts and feelings. In M.Schleifer & C.Martiny (Eds), Talking to children about responsibility and control of emotions (pp. 95117). Calgary, AB, Canada: Detselig Enterprises.
  • Harris, P. L., De Rosnay, M., & Pons, F. (2005). Language and children’s understanding of mental states. Current Directions in Psychological Science, 14, 6973.
    Direct Link:
  • Harris, P. L., Johnson, C.N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children’s theory-of-mind and emotion. Cognition and Emotion, 3, 379400.
  • Harter, S. (1977). A cognitive-developmental approach to children’s expression of conflicting feelings and a technique to facilitate such expression in play therapy. Journal of Consulting & Clinical Psychology, 45, 417432.
  • Harter, S. (1983). Children’s understanding of multiple emotions: A cognitive-developmental approach. In W. F.Overton (Ed), The relationship between social and cognitive development (pp. 147194). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Heavey, L., Phillips, W., Baron-Cohen, S., & Rutter, M. (2000). The awkward moments test: A naturalistic measure of social understanding in autism. Journal of Autism and Developmental Disorders, 30, 225236.
  • Hobson, P. (1990). On acquiring knowledge about people and the capacity to pretend: Response to Leslie (1987). Psychological Review, 97, 114121.
  • Hughes, C. (2002). Executive functions and development: Emerging themes. Infant and Child Development, 11, 201209.
  • Hughes, C., & Graham, A. (2002). Measuring executive functions in childhood: Problems and solutions? Child and Adolescent Mental Health, 7, 131142.
  • Hughes, C., Adlam, A., Happé, F., Jackson, J., Taylor, A., & Caspi, A. (2000). Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities. Journal of Child Psychology and Psychiatry, 41, 483490.
  • Hughes, C., Dunn, J., & White, A. (1998). Trick or treat? Uneven understanding of mind and emotion and executive dysfunction in ‘hard-to-manage’ preschoolers. Journal of Child Psychology and Psychiatry, 39, 981994.
  • Hughes, C., Fujisawa, K.K., Rosie, E., Lecce, S., & Marfleet, R. (2006). Cooperation and conversation about the mind: A study of individual differences in 2-year-olds and their siblings. British Journal of Developmental Psychology, 24, 5372.
  • Hutchins, T. L., Bonazinga, L.A., Prelock, P.A., & Taylor, R.S. (2008). Beyond false beliefs: The development and psychometric evaluation of the Perceptions of Children’s Theory of Mind Measures-Experimental version (PCToMM-E). Journal of Autism and Developmental Disorders, 38, 143155.
  • Jenkins, J. M., & Greenbaum, R. (1996). Metacognition about emotion and child psychopathology. In N.Frijda (Ed), Proceedings of the IXth Conference of the International Society for Research on Emotion (pp. 271275). Toronto, Canada: International Society for Research on Emotion.
  • Jenkins, J. M., & Greenbaum, R. (1999). Intention and emotion in child psychopathology: Building cooperative plans. In P. D.Zelazo, J.W.Astington & D.R.Olson (Eds), Developing theories of intention: Social understanding and self-control (pp. 269291). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Jolliffe, T., & Baron-Cohen, S. (1999). The strange stories test: A replication with high-functioning adults with autism or Asperger syndrome. Journal of Autism and Developmental Disorders, 29, 395406.
  • Joseph, R. M., & Tager-Flusberg, H. (2004). The relationship between theory of mind and executive functions to symptom type and severity in children with autism. Development and Psychopathology, 16, 137155.
  • Kaland, N., Smith, L., & Mortensen, E.L. (2007). Response times of children and adolescents with Asperger syndrome on an advanced test of theory of mind. Journal of Autism and Developmental Disorders, 37, 197209.
  • Kipp, K., & Pope, S. (1997). The development of cognitive inhibition in streams-of-consciousness and directed speech. Cognitive Development, 12, 239160.
  • Klaczynski, P. A., & Cummings, E.M. (1989). Responding to anger in aggressive and nonaggressive boys: A research note. Journal of Child Psychology and Psychiatry, 30, 309314.
  • Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2003). The enactive mind, or from actions to cognitions: Lessons from autism. Philosophical Transactions of the Royal Society of London - Series B: Biological Sciences, 358, 345360.
  • Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D.J. (2002). Visual fixation patterns during viewing of naturalistic social situations as predictors of social competence in individuals with autism. Archives of General Psychiatry, 59, 809816.
  • Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178181.
    Direct Link:
  • Langdon, R. (2003). Theory of mind and social dysfunction: Psychotic solipsism versus autistic asociality. In B.Repacholi & V.Slaughter (Eds), Individual differences in theory of mind: Implications for typical and atypical development (pp. 241269). New York: Psychology Press.
  • Langdon, R. (2005). Theory of mind in schizophrenia. In B. F.Malle & S.D.Hodges (Eds), Other minds: How humans bridge the divide between self and others (pp. 323342). New York: Guilford Press.
  • Langdon, R., & Coltheart, M. (2001). Visual perspective-taking and schizotypy: Evidence for a simulation-based account of mentalising in normal adults. Cognition, 82, 126.
  • Langdon, R., Michie, P.T., Ward, P.B., McConaghy, N., Catts, S.V, & Coltheart, M. (1997). Defective self and/or other mentalising in schizophrenia: A cognitive neuropsychological approach. Cognitive Neuropsychiatry, 2, 167193.
  • Lee, L., Harkness, K.L., Sabbagh, M.A., & Jacobson, J.A. (2005). Mental state decoding abilities in clinical depression. Journal of Affective Disorders, 86, 247258.
  • Leekam, S. (1991). Jokes and lies: Children’s understanding of intentional falsehood. In A.Whiten (Ed), Natural theories of mind: Evolution, development, and simulation of everyday mindreading (pp. 159174). Oxford: Basil Blackwell.
  • Lohmann, H., & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 11301144.
  • Main, M. (1991). Metacognitive knowledge, metacognitive monitoring, and singular (coherent) vs multiple (incoherent) models of attachment. In C.Murray Parkes, J.Stevenson-Hinde & P.Marris (Eds), Attachment across the life cycle (pp. 127159). London: Travistock/Routledge.
  • Mant, C.M., & Perner, J. (1988). The child’s understanding of commitment. Developmental Psychology, 24, 343351.
  • Marjoram, D., Gardner, C., Burn, J., Miller, P., Lawrie, S.M., & Johnstone, E.C. (2005). Symptomatology and social inferences: A theory of mind study of schizophrenia and psychotic affective disorder. Cognitive Neuropsychiatry, 10, 347359.
  • Mealey, L. (1995). The sociobiology of sociopathy: An integrated evolutionary model. Behavioral and Brain Science, 18, 523599.
  • Meins, E. (1997). Security of attachment and the social development of cognition. Hove, UK: Psychology Press.
  • Meins, E., Fernyhough, C., Fradley, E., & Tuckey, M. (2001). Rethinking maternal sensitivity: Mothers’ comments on infants’ mental processes predict security of attachment at 12 months. Journal of Child Psychology and Psychiatry, 42, 637648.
  • Meins, E., Fernyhough, C., Russell, J.A., & Clark-Carter, D. (1998). Security of attachment as a predictor of symbolic and mentalising abilities: A longitudinal study. Social Development, 7, 124.
  • Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73, 17151726.
  • Melinder, A., Endestad, T., & Magnussen, S. (2006). Relations between episodic memory, suggestibility, theory of mind and cognitive inhibition in the preschool child. Scandinavian Journal of Psychology, 47, 485495.
  • Milligan, K., Astington, J.W., & Dack, L.A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78, 622646.
  • Mitchley, N. J., Barber, J., Gray, J.M., Brooks, D.N., & Livingston, M.G. (1998). Comprehension of irony in schizophrenia. Cognitive Neuropsychiatry, 3, 127138.
  • Najmi, S., & Wegner, D.M. (2008). Thought suppression and psychopathology. In A. J.Elliott (Ed), Handbook of approach and avoidance motivation (pp. 447459). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Pears, K. C., & Fisher, P.A. (2005). Emotion understanding and theory of mind among maltreated children in foster care: Evidence of deficits. Development and Psychopathology, 17, 4765.
  • Peng., M., Johnson, C.N., Pollock, J., Glasspool, R., & Harris, P.L. (1992). Training young children to acknowledge mixed emotions. Cognition and Emotion, 6, 387401.
  • Pennebaker, J. W. (1995). Emotion, disclosure, and health: An overview. In J. W.Pennebaker (Ed), Emotion, disclosure & health (pp. 310). Washington, DC: American Psychological Association.
  • Pennebaker, J. W., & Chung, C.K. (2007). Expressive writing, emotional upheavals, and health. In H.Friedman & R.Silver (Eds), Handbook of health psychology (pp. 263284). New York: Oxford University Press.
  • Perner, J., & Howes, D. (1992). ‘He thinks he knows’; And more developmental evidence against the simulation (role-taking) theory. Mind & Language, 7, 7286.
  • Perner, J., & Wimmer, H. (1985). ‘John thinks that Mary thinks that...’: Attribution of second-order beliefs by 5-to10-year old children. Journal of Experimental Child Psychology, 39, 437471.
  • Perner, J., Kain, W., & Barchfeld, P. (2002). Executive control and higher-order theory of mind in children at risk of ADHD. Infant and Child Development, 11, 141158.
  • Perner, J., Kloo, D., & Gornik, E. (2007a). Episodic memory development: Theory of mind is part of re-experiencing experienced events. Infant and Child Development, 16, 471490.
  • Perner, J., Kloo, D., & Stöttinger, E. (2007b). Introspection and remembering. Synthese, 159, 253270.
  • Peskin, J., & Astington, J.W. (2004). The effects of adding metacognitive language to story texts. Cognitive Development, 19, 253273.
  • Peterson, C. C., & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology and Psychiatry, 36, 459474.
  • Peterson, C. C., & Siegal, M. (2000). Insights into theory of mind from deafness and autism. Mind and Language, 15, 7799.
  • Peterson, C. C., Peterson, J.L., & Webb, J. (2000). Factors influencing the development of a theory of mind in blind children. British Journal of Developmental Psychology, 18, 431447.
  • Peterson, C. C., Wellman, H.M., & Liu, D. (2005). Steps in theory-of-mind development of children with deafness or autism. Child Development, 76, 502517.
  • Phillips, W., Baron-Cohen, S., & Rutter, M. (1998). Understanding intention in normal development and in autism. British Journal of Developmental Psychology, 16, 337348.
  • Pillow, B. H. (1989). Early understanding of perception as a source of knowledge. Journal of Experimental Child Psychology, 47, 116129.
  • Pons, F., Harris, P.L., & De Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127152.
  • Povinelli, D. J., & Vonk, J. (2003). Chimpanzee minds: Suspiciously human? Trends in Cognitive Sciences, 7, 157160.
  • Povinelli, D. J., & Vonk, J. (2004). We don’t need a microscope to explore the chimpanzee’s mind. Mind & Language, 19, 128.
  • Powell, S. D., & Jordan, R.R. (1993). Being subjective about autistic thinking and learning to learn. Educational Psychology, 13, 359370.
  • Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowledge (so long as they are looking into a single barrel). Child Development, 61, 973982.
  • Raikes, H. A., & Thompson, R.A. (2006). Family emotional climate, attachment security and young children’s emotion knowledge in a high risk sample. British Journal of Developmental Psychology, 24, 89104.
  • Repacholi, B., & Slaughter, V. (2003). Individual differences in theory of mind: Implications for typical and atypical development. New York: Psychology Press.
  • Richell, R. A., Mitchell, D.G.V., Newman, C., Leonard, A., Baron-Cohen, S., & Blair, R.J.R. (2003). Theory of mind and psychopathy: Can psychopathy individuals read the ‘language of the eyes’? Neuropsychologia, 41, 523526.
  • Roeyers, H., Buysse, A., Ponnet, K., & Pichal, B. (2001). Advancing advanced mind-reading tests: Empathic accuracy in adults with a pervasive developmental disorder. Journal of Child Psychology and Psychiatry, 42, 271278.
  • Rogers, J., Viding, E., Blair, J.R., Frith, U., & Happe, F. (2006). Autism spectrum disorder and psychopathy: Shared cognitive underpinnings or double hit? Psychological Medicine, 110.
  • Ruffman, T. (2000). Nonverbal theory of mind: Is it important, is it implicit, is it simulation, is it relevant to autism?. In J. W.Astington (Ed), Minds in the making: Essays in honor of David R. Olson.. Malden, MA: Blackwell.
  • Ruffman, T., Garnham, W., & Rideout, P. (2001). Social understanding in autism: Eye gaze as a measure of core insights. Journal of Child Psychology and Psychiatry, 42, 10831094.
  • Rutherford, M. D., Baron-Cohen, S., & Wheelwright, S. (2002). Reading the mind in the voice: A study with normal adults and adults with Asperger syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 32, 189194.
  • Sarfati, Y., Hardy-Baylé, M.-C., Besche, C., & Widloecher, D. (1997a). Attribution of intentions to others in people with schizophrenia: A non-verbal exploration with comic strips. Schizophrenia Research, 25, 199209.
  • Sarfati, Y., Hardy-Baylé, M.-C., Nadel, J., Chevalier, J-F., & Widloecher, D. (1997b). Attribution of mental states to others by schizophrenic patients. Cognitive Neuropsychiatry, 2, 117.
  • Scheeringa, M. S., Wright, M.J., Hunt, J.P., & Zeanah, C.H. (2006). Factors affecting the diagnosis and prediction of PTSD symptomatology in children and adolescents. American Journal of Psychiatry, 163, 644651.
  • Schenkel, L. S., Marlow-O’Connor, M., Moss, M., Sweeney, J.A., & Pavuluri, M.N. (2008). Theory of mind and social inferences in children and adolescents with bipolar disorder. Psychological Medicine, 38, 791800.
  • Schwarz, E. D., & Kowalski, J.M. (1991). Malignant memories: Posttraumatic stress disorder in children and adults following a school shooting. Journal of the American Academy of Child & Adolescent Psychiatry, 30, 936944.
  • Schwartz, R. M., & Garamoni, G.L. (1989). Cognitive balance and psychopathology: Evaluation of an information processing model of positive and negative states of mind. Clinical Psychology Review, 9, 271294.
  • Semple, R. J., Lee, J., & Miller, L.F. (2006). Mindfulness-based cognitive therapy for children. In R.Baer (Ed), Mindfulness and acceptance-based interventions: Conceptualization, application, and empirical support (pp. 143166). San Diego, CA: Elsevier.
  • Snodgrass, C., & Knott, F. (2006). Theory of mind in children with traumatic brain injury. Brain Injury, 20, 825833.
  • Sodian, B., & Frith, U. (1992). Deception and sabotage in autistic, retarded, and normal children. Journal of Child Psychology and Psychiatry, 33, 591606.
  • Sodian, B., & Hülsken, C. (2005). The developmental relation of theory of mind and executive functions: A study of advanced theory of mind abilities in children with attention deficit hyperactivity disorder. In W.Schneider, R.Schumann-Hengsteler & B.Sodian (Eds), Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 175187). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland Adaptive Behavior Scale (survey form). Circle Pines, MN: American Guidance Service.
  • Sprong, M., Schothorst, P., Vos, E., Hox, J., & Van Engeland, H. (2007). Theory of mind in schizophrenia. British Journal of Psychiatry, 191, 513.
  • Sprung, M. (2008). Unwanted intrusive thoughts and cognitive functioning in kindergarten and young elementary school-age children following Hurricane Katrina. Journal of Clinical Child and Adolescent Psychology, 37, 575587.
  • Sprung, M., & Harris, P. L. (2009). Intrusive thoughts and young children’s knowledge about thinking following a natural disaster. Manuscript submitted for publication.
  • Sprung, M., Zauner, P., Lohmann, H., & Bauer, N. (2009). Discourse-based interventions and theory of mind. Unpublished manuscript.
  • Steele, S., Joseph, R.M., & Tager-Flusberg, H. (2003). Developmental change in theory of mind abilities in children with autism. Journal of Autism and Developmental Disorders, 33, 461467.
  • Sullivan, K., Winner, E., & Hopfield, N. (1995). How children tell a lie from a joke: The role of second-order mental state attributions. British Journal of Developmental Psychology, 13, 191204.
  • Sutton, J. (2003). ToM goes to school: Social cognition and social values in bullying. In B.Repacholi & V.Slaughter (Eds), Individual differences in theory of mind: Implications for typical and atypical development (pp. 99120). New York: Psychology Press.
  • Tager-Flusberg, H. (1993). What language reveals about the understanding of minds in children with autism. In S.Baron-Cohen, H.Tager-Flusberg & D.J.Cohen (Eds), Understanding other minds: Perspectives from autism (pp. 138157). ). New York: Oxford University Press.
  • Tager-Flusberg, H. (2001). A re-examination of the theory of mind hypothesis of autism. In J.Burack, T.Charman, N.Yirmiya & P.R.Zelazo (Eds), Development in autism: Perspectives from theory and research (pp. 173193). Hillsdale, NJ: Erlbaum.
  • Tager-Flusberg, H. (2003). Exploring the relationship between theory of mind and social-communicative functioning in children with autism. In B.Repacholi & V.Slaughter (Eds), Individual differences in theory of mind: Implications for typical and atypical development (pp. 197212). New York: Psychology Press.
  • Tager-Flusberg, H. (2007). Evaluating the theory-of-mind hypothesis of autism. Current Directions in Psychological Science, 16, 311315.
    Direct Link:
  • Tager-Flusberg, H., & Joseph, R.M. (2005). How language facilitates the acquisition of false-belief understanding in children with autism. In J. W. A. J. A.Baird (Ed), Why language matters for theory of mind (pp. 298318). New York: Oxford University Press.
  • Tager-Flusberg, H., & Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams syndrome. Cognition, 76, 5989.
  • Tan, J., & Harris, P.L. (1991). Autistic children understand seeing and wanting. Development and Psychopathology, 3, 163174.
  • Temple, C. M., & Vilarroya, O. (1990). Perceptual and cognitive perspective taking in two siblings with callosal agenesis. British Journal of Developmental Psychology, 8, 38.
  • Templeton, L. M., & Wilcox, S.A. (2000). A tale of two representations: The misinformation effects and children’s developing theory of mind. Child Development, 71, 402416.
  • Wellman, H., & Estes, D. (1986). Early understanding of mental entities: A reexamination of childhood realism. Child Development, 57, 910923.
  • Wellman, H., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655684.
  • Wellman, H., Phillips, A., & Rodriquez, T. (2000). Young children’s understanding of perception, desire and emotion. Child Development, 71, 895912.
  • Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75, 523541.
  • Whitcombe, E. L., & Robinson, E.J. (2000). Children’s decisions about what to believe and their ability to report the source of their belief. Cognitive Development, 15, 329346.
  • Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in children’s understanding of deception. Cognition, 13, 103128.
  • Wimmer, H., Gruber, S., & Perner, J. (1985). Young children’s conception of lying: Moral intuition and the denotation and connotation of ‘to lie’. Developmental Psychology, 21, 993995.
  • Yirmiya, N., Solomonica-Levi, D., & Shulman, C. (1996). The ability to manipulate behaviour and to understand manipulation of beliefs: A comparison of individuals with autism, mental retardation, and normal development. Developmental Psychology, 32, 6269.
  • Yuill, N. (1992). Children’s production and comprehension of trait terms. British Journal of Developmental Psychology, 10, 131142.
  • Yuill, N., & Perner, J. (1988). Intentionality and knowledge in children’s judgments of actor’s responsibility and recipient’s emotional reaction. Developmental Psychology, 14, 358365.
  • Yuill, N., Perner, J., Pearson, A., Peerbhoy, D., & Van Den Ende, J. (1996). Children’s changing understanding of wicked desires: From objective to subjective and moral. British Journal of Developmental Psychology, 14, 457475.