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Wellman, Henry M.; Cross, David – Child Development, 2001
Maintains that authors' meta-analytic findings make early competence accounts of theory of mind increasingly unlikely. Asserts that findings argue against executive function expression accounts, including that advocated by Scholl and Leslie (PS532407). Explains that meta-analytic findings directly contradict Scholl and Leslie's predictions…
Descriptors: Child Development, Children, Cognitive Development, Competence
Flavell, John H.; Wellman, Henry M. – 1976
The author considers memory as being composed of four categories. The fourth category--metamemory--refers to the individual's knowledge and awareness of memory or of anything pertinent to information storage and retrieval. It is that aspect of memory that deals with the how and what of memory itself. The paper first presents a model of what could…
Descriptors: Cognitive Development, Cognitive Processes, Development, Developmental Psychology
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Hickling, Anne K.; Wellman, Henry M. – Developmental Psychology, 2001
Examined content of explanations from 4 children in everyday conversations recorded from 2.5 to 5 years of age. Found that explanations focused on varied entities and incorporated diverse modes. Pairings of entities with explanatory modes suggested appropriately constrained yet flexible causal reasoning, consistent with hypothesis that young…
Descriptors: Cognitive Development, Discourse Analysis, Longitudinal Studies, Preschool Children
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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
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Wellman, Henry M.; Cross, David; Watson, Julanne – Child Development, 2001
Conducted meta-analysis to examine empirical inconsistencies and theoretical controversies concerning false-belief tasks and understanding about mental states. Found that a combined model including age, country of origin, and four task factors accounted for 55 percent of the variance in false-belief performance. Findings are consistent with…
Descriptors: Age Differences, Children, Cognitive Development, Cognitive Processes
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Tardif, Twila; Wellman, Henry M. – Developmental Psychology, 2000
Mental state language was examined in Mandarin- speaking and Cantonese-speaking toddlers. Results suggested that theory-of-mind development was similar to that in English, with early use of desire terms followed by other mental state references. Much earlier emergence of desire terms and infrequent use of thinking terms suggests cultural…
Descriptors: Age Differences, Cantonese, Cognitive Development, Cognitive Processes