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Longitudinal Theory of Mind (ToM) Development from Preschool to Adolescence with and without ToM Delay
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Peterson, Candida C.; Wellman, Henry M. – Child Development, 2019
Longitudinal tracking of 107 three- to-thirteen-year-olds in a cross-sequential design showed a 6-step theory of mind (ToM) sequence identified by a few past cross-sectional studies validly depicted longitudinal ToM development from early to middle childhood for typically developing (TD) children and those with ToM delays owing to deafness or…
Descriptors: Theory of Mind, Child Development, Longitudinal Studies, Autism
Nimble Negotiators: How Theory of Mind (ToM) Interconnects with Persuasion Skills in Children with and without ToM Delay
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Peterson, Candida C.; Slaughter, Virginia; Wellman, Henry M. – Developmental Psychology, 2018
Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder…
Descriptors: Theory of Mind, Persuasive Discourse, Interpersonal Competence, Children
Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development
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Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M. – Developmental Psychology, 2016
Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Children
The Mind behind the Message: Advancing Theory-of-Mind Scales for Typically Developing Children, and Those with Deafness, Autism, or Asperger Syndrome
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Peterson, Candida C.; Wellman, Henry M.; Slaughter, Virginia – Child Development, 2012
Children aged 3-2 years (n = 184) with typical development, deafness, autism, or Asperger syndrome took a series of theory-of-mind (ToM) tasks to confirm and extend previous developmental scaling evidence. A new sarcasm task, in the format of H. M. Wellman and D. Liu's (2004) 5-step ToM Scale, added a statistically reliable 6th step to the scale…
Descriptors: Theory of Mind, Negative Attitudes, Autism, Asperger Syndrome
Steps in Theory-of-Mind Development for Children with Deafness or Autism
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Peterson, Candida C.; Wellman, Henry M.; Liu, David – Child Development, 2005
Prior research demonstrates that understanding theory of mind (ToM) is seriously and similarly delayed in late-signing deaf children and children with autism. Are these children simply delayed in timing relative to typical children, or do they demonstrate different patterns of development? The current research addressed this question by testing…
Descriptors: Deafness, Autism, Theories, Child Development
Thought-Bubbles Help Children with Autism Acquire an Alternative to a Theory of Mind.
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Wellman, Henry M.; Baron-Cohen, Simon; Caswell, Robert; Gomez, Juan Carlos; Swettenham, John; Toye, Eleanor; Lagattuta, Kristin – Autism: The International Journal of Research and Practice, 2002
Two studies with a total of 17 children (ages 5-18) with autism tested a picture-in-the-head strategy for dealing with thoughts and behavior using cartoon thought-bubbles to represent various mental states. The thought-bubble training led to the children passing not only false belief tests but also theory of mind tests. (Contains references.)…
Descriptors: Adolescents, Autism, Beliefs, Children