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Durrleman, Stephanie; Delage, Hélène – Language Acquisition: A Journal of Developmental Linguistics, 2016
This study investigates syntax in Autism Spectrum Disorders (ASD), its parallelism with Specific Language Impairment (SLI) and its relation to other aspects of cognition. We focus on (1) 3rd person accusative clitic (ACC3) production, a clinical marker of SLI hypothesized to relate to WM, and (2) 1st person accusative clitic (ACC1) production,…
Descriptors: Syntax, Autism, Pervasive Developmental Disorders, Language Impairments
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Crowley, Ryan M. – International Journal of Qualitative Studies in Education (QSE), 2016
This critical case study investigated the experiences of six White preservice teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. The author identified two broad themes of "transgressive White racial knowledge" and "negotiated White racial knowledge" to…
Descriptors: Racial Attitudes, Whites, Case Studies, Preservice Teachers
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Fagnant, Annick; Crahay, Marcel – European Journal of Psychology of Education, 2011
This paper seeks to highlight the links and discrepancies between three contemporary theoretical fields. The first part is devoted to theories of mind and personal epistemology. Both fields deal with naive theories relating to the nature of knowledge and can be integrated within the concept of "folk epistemology" (Kitchener New Ideas Psychol…
Descriptors: Theory of Mind, Metacognition, Epistemology, Developmental Stages
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Moll, Henrike; Tomasello, Michael – Developmental Psychology, 2012
Young children struggle in the classic tests of appearance versus reality. In the current Study 1, 3-year-olds had to determine which of 2 objects (a deceptive or a nondeceptive one) an adult requested when asking for the "real X" versus "the one that looks like X." In Study 2, children of the same age had to indicate what a single deceptive…
Descriptors: Preschool Children, Theory of Mind, Cognitive Development, Perspective Taking
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Vierkant, Tillmann – British Journal of Developmental Psychology, 2012
Holding content explicitly requires a form of self-knowledge. But what does the relevant self-knowledge look like? Using theory of mind as an example, this paper argues that the correct answer to this question will have to take into account the crucial role of language-based deliberation but warns against the standard assumption that explicitness…
Descriptors: Theory of Mind, Beliefs, Metacognition, Cognitive Development
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Bosco, Francesca M.; Bono, Adele; Bara, Bruno G. – Journal of Communication Disorders, 2012
The aim of the present research is to perform a detailed and empirical investigation of schizophrenia patients' deficits in recognizing and recovering a communicative failure. In particular, this paper investigates the role of Theory of Mind (ToM) and of the complexity of the mental representations involved in explaining patients' deficits in…
Descriptors: Theory of Mind, Schizophrenia, Patients, Recognition (Psychology)
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Lane, Jonathan D.; Wellman, Henry M.; Evans, E. Margaret – Developmental Psychology, 2014
Individuals in many cultures believe in omniscient (all-knowing) beings, but everyday representations of omniscience have rarely been studied. To understand the nature of such representations requires knowing how they develop. Two studies examined the breadth of knowledge (i.e., types of knowledge) and depth of knowledge (i.e., amount of knowledge…
Descriptors: Preschool Children, Elementary School Students, Adults, Age Differences
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Kimhi, Yael – Topics in Language Disorders, 2014
Autism spectrum disorder (ASD) is a neurobiological disorder that significantly impairs children's social interaction, verbal and nonverbal communication, and behaviors. Questions about theory of mind (ToM) deficits in ASD have generated a large number of empirical studies. This article reviews current studies of the relationship between ToM and…
Descriptors: Autism, Pervasive Developmental Disorders, Theory of Mind, Literature Reviews
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Müller, Christoph Michael; Gmünder, Lena – Journal of Mental Health Research in Intellectual Disabilities, 2014
Individuals with autism spectrum disorders are often considered to have difficulty with using facial cues (e.g., cues from the eye region) to understand others' mental states. One of the pioneering assessments to test competence in this skill is the "Reading the Mind in the Eyes-Test" (RMET). In order to find out more about the…
Descriptors: Foreign Countries, Pervasive Developmental Disorders, Cues, Theory of Mind
Saracho, Olivia, Ed. – IAP - Information Age Publishing, Inc., 2014
Over the last 35 years, studies focusing in young children's knowledge about the mental world have developed into an important area. This body of social knowledge is called theory of mind, which refers to the individuals' ability to interpret and anticipate the other individuals' thinking, feeling, and behavior based on their interpretation of the…
Descriptors: Educational Research, Theory of Mind, Early Childhood Education, Young Children
Kim, Young-Suk; Phillips, Beth – Grantee Submission, 2014
In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from…
Descriptors: Listening Comprehension, Oral Language, Inhibition, Theory of Mind
Dweck, Carol – Educational Horizons, 2015
A new teacher's mindset may have more to do with her success than her natural teaching talent. When she feels overwhelmed, her mindset will determine whether she gives up or sticks with it. This article includes insights from a new teacher about how her mindset helped her through the tough days of her first year.
Descriptors: Beginning Teachers, Coping, Teaching Skills, Teaching Experience
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Ziv, Margalit; Solomon, Ayelet; Strauss, Sidney; Frye, Douglas – Journal of Cognition and Development, 2016
The relations among children's theory of mind (ToM), their understanding of the intentionality of teaching, and their own peer teaching strategies were tested. Seventy-five 3-, 4-, and 5-year-olds completed 11 ToM and understanding-of-teaching tasks. Subsequently, 30 of the children were randomly chosen to teach a peer how to play a board game,…
Descriptors: Theory of Mind, Young Children, Peer Teaching, Games
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Martins, Eva Costa; Osório, Ana; Veríssimo, Manuela; Martins, Carla – International Journal of Behavioral Development, 2016
This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers' IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF.…
Descriptors: Role, Executive Function, Preschool Children, Theory of Mind
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Wade, Mark; Browne, Dillon T.; Plamondon, Andre; Daniel, Ella; Jenkins, Jennifer M. – Developmental Science, 2016
The current longitudinal study examined the role of cumulative social risk on children's theory of mind (ToM) and executive functioning (EF) across early development. Further, we also tested a cascade model of development in which children's social cognition at 18 months was hypothesized to predict ToM and EF at age 4.5 through intermediary…
Descriptors: Longitudinal Studies, Theory of Mind, Executive Function, Young Children
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