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Intercultural Understanding in the Australian Curriculum
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McCandless, Trevor; Fox, Brandi; Moss, Julianne; Chandir, Harsha – Australian Educational Researcher, 2020
Intercultural Understanding and Personal and Social Capability are two General Capabilities in the Australian Curriculum. However, the level of engagement anticipated by students in addressing these general capabilities across the learning continua provided in the curriculum differs significantly both in terms of the cognitive level expected of…
Descriptors: Foreign Countries, Cultural Awareness, National Curriculum, Discourse Analysis
Convergent Validity of the A-ToM (Adult Theory of Mind) Test for Individuals with Autism Spectrum Disorder
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Brewer, Neil; Zoanetti, Jordana; Young, Robyn L. – Journal of Psychoeducational Assessment, 2019
Brewer, Young, and Barnett reported a comprehensive psychometric evaluation of a new adult theory of mind measure (A-ToM) with a sample of high-functioning autism spectrum disorder (ASD) adults. Although correlations with existing theory of mind (ToM) instruments (i.e., the Strange Stories; the Frith- Happé animations) were reported, relationships…
Descriptors: Test Validity, Theory of Mind, Adults, 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
Play and Theory of Mind: Associations with Social Competence in Young Children
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Newton, Emma; Jenvey, Vickii – Early Child Development and Care, 2011
This study aimed to investigate whether: (1) the development of "theory of mind" (ToM) is associated with social competence; and (2) social peer play is also associated with social competence in young children. Associations between ToM task performance, frequencies of observed social and solitary free-play and parent-rated social…
Descriptors: Theory of Mind, Play, Preschool Children, Interpersonal Relationship
Social Vulnerability and Bullying in Children with Asperger Syndrome
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Sofronoff, Kate; Dark, Elizabeth; Stone, Valerie – Autism: The International Journal of Research and Practice, 2011
Children with Asperger syndrome (AS) have IQ within the normal range but specific impairments in theory of mind, social interaction and communication skills. The majority receive education in mainstream schools and research suggests they are bullied more than typically developing peers. The current study aimed to evaluate factors that predict…
Descriptors: Theory of Mind, Bullying, Asperger Syndrome, Interpersonal Relationship