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Altruism, Hypocrisy and Theory of Mind in Autistic and Nonautistic Children
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Peterson, Candida C.; Wellman, Henry M. – Developmental Psychology, 2022
Children make choices between generosity and greed every day. Often they must also choose between confession or denial of antisocial acts like greed, thereby displaying either honesty or hypocrisy. Such choices pose cognitive challenges that, in theory, might reflect children's developing social-cognitions and affect their daily social lives and…
Descriptors: Autism Spectrum Disorders, Theory of Mind, Altruism, Deception
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
Deafness, Thought Bubbles, and Theory-of-Mind Development
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Wellman, Henry M.; Peterson, Candida C. – Developmental Psychology, 2013
The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress…
Descriptors: Deafness, Theory of Mind, Cognitive Development, Beliefs
Sarcasm and Advanced Theory of Mind Understanding in Children and Adults with Prelingual Deafness
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O'Reilly, Karin; Peterson, Candida C.; Wellman, Henry M. – Developmental Psychology, 2014
Two studies addressed key theoretical debates in theory of mind (ToM) development by comparing (a) deaf native signers (n = 18), (b) deaf late signers (n = 59), and (c) age-matched hearing persons (n = 74) in childhood (Study 1: n = 81) and adulthood (Study 2: n = 70) on tests of first- and second-order false belief and conversational sarcasm.…
Descriptors: Deafness, Negative Attitudes, Theory of Mind, Sign Language
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
Culture and the Sequence of Steps in Theory of Mind Development
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Shahaeian, Ameneh; Peterson, Candida C.; Slaughter, Virginia; Wellman, Henry M. – Developmental Psychology, 2011
To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery.…
Descriptors: Theory of Mind, Measures (Individuals), Cultural Differences, Foreign Countries