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LaBounty, Jennifer; Bosse, Lindsey; Savicki, Stephanie; King, Jaline; Eisenstat, Sophie – Infant and Child Development, 2017
The purpose of this research was to investigate the relationship between temperament and social cognition, including theory of mind and emotion understanding, in 34 preschool-aged children (aged 3-4 years). Theory of mind was measured with a belief-desire reasoning assessment, and emotion understanding was measured with an affective…
Descriptors: Preschool Children, Social Cognition, Personality, Theory of Mind
Kim, Young-Suk Grace – Journal of Educational Psychology, 2020
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
Chi, Sung-Ae; Kim, SeongHyun; Kim, Nak-Heung – South African Journal of Education, 2018
The school adjustment of children is the cornerstone of their development, and has been known to be influenced by a variety of factors. This study investigated the effects of peer relationships, theory of mind (ToM), hot executive function (hot EF), and cognitive ability on young children's school adjustment. Participants were 183 children with a…
Descriptors: Student Adjustment, Peer Relationship, Theory of Mind, Executive Function
Sosa-Provencio, Mia Angélica – Diaspora, Indigenous, and Minority Education, 2018
Through a Chicana Feminist and Curricular Reconceptualist lens, this article theorizes a Curriculum of the Mestiza/o Body as return to historicized, corporal knowing which takes shape, form, flesh and language in the Mestiza/o Body in order to nourish and arm especially Mexican/Mexican-American (Mexicana/o) young people toward equitable, hopeful…
Descriptors: Resistance (Psychology), Values Education, Hispanic American Students, Curriculum Development
de Paula, Artemis Paiva; Felinto, Priscila Magalhães Barros; Mascarenhas, Brisa Fernandes; Lima, Sarah Camilla Ferreira de Oliveira; Gobbi, Flávia Horta Azevedo; Hazin, Izabel Augusta – Early Child Development and Care, 2018
The construct autobiographical memory (AM) refers to the mnemonic skill that enables individuals to form personal memories about their lives and re-experience them. Its ontogeny can be understood from the dialectic construction of maturational processes and the cultural-historical context. This research sought to further the knowledge regarding…
Descriptors: Autobiographies, Memory, Nonparametric Statistics, Statistical Analysis
Crivello, Cristina; Phillips, Sara; Poulin-Dubois, Diane – Developmental Science, 2018
Although there is mounting evidence that selective social learning begins in infancy, the psychological mechanisms underlying this ability are currently a controversial issue. The purpose of this study is to investigate whether theory of mind abilities and statistical learning skills are related to infants' selective social learning. Seventy-seven…
Descriptors: Infants, Infant Behavior, Social Development, Socialization
Korkiakangas, Terhi; Dindar, Katja; Laitila, Aarno; Kärnä, Eija – International Journal of Language & Communication Disorders, 2016
Background: The Sally-Anne test has been extensively used to examine children's theory of mind understanding. Many task-related factors have been suggested to impact children's performance on this test. Yet little is known about the interactional aspects of such dyadic assessment situations that might contribute to the ways in which children…
Descriptors: Children, Theory of Mind, Communication Disorders, Beliefs
Staats, Cheryl – American Educator, 2016
The desire to ensure the best for children is precisely why educators should become aware of the concept of implicit bias: the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Operating outside of our conscious awareness, implicit biases are pervasive, and they can challenge even the most…
Descriptors: Teacher Behavior, Teacher Attitudes, Bias, Stereotypes
Mota, Natália Bezerra; Weissheimer, Janaína; Madruga, Beatriz; Adamy, Nery; Bunge, Silvia A.; Copelli, Mauro; Ribeiro, Sidarta – Mind, Brain, and Education, 2016
To explore the relationship between memory and early school performance, we used graph theory to investigate memory reports from 76 children aged 6-8 years. The reports comprised autobiographical memories of events days to years past, and memories of novel images reported immediately after encoding. We also measured intelligence quotient (IQ) and…
Descriptors: Memory, Reading Ability, Young Children, Intelligence Quotient
Meghan E. Clifford; Amanda J. Nguyen; Catherine P. Bradshaw – Grantee Submission, 2021
Social-emotional factors associated with youth aggression have largely been studied in the context of social information-processing models. The ability to accurately encode and appropriately interpret others' emotions has yet to be fully examined in the context of aggressive behavior, particularly during adolescence. Using cross-sectional data…
Descriptors: Self Control, Aggression, Theory of Mind, Social Cognition
Angus, Douglas Jozef; de Rosnay, Marc; Lunenburg, Patty; Meerum Terwogt, Mark; Begeer, Sander – Autism: The International Journal of Research and Practice, 2015
Anticipating future interactions is characteristic of our everyday social experiences, yet has received limited empirical attention. Little is known about how children with autism spectrum disorder, known for their limitations in social interactive skills, engage in "social anticipation." We asked children with autism spectrum disorder…
Descriptors: Autism, Pervasive Developmental Disorders, Theory of Mind, Imagination
Sriraman, Bharath – Interchange: A Quarterly Review of Education, 2017
The aim of this article is to provide the reader, or anyone interested in creativity, a glimpse into the findings of existing psychological and psychiatric literature on manic depression, its occurrence in creative individuals, ways in which it manifests and affects their functioning and creative output (positively and negatively), and the lessons…
Descriptors: Creativity, Psychiatry, Depression (Psychology), Educational Philosophy
Hutchins, Tiffany L.; Deraway, Chelsea; Prelock, Patricia; O'Neill, Ana – Journal of Autism and Developmental Disorders, 2017
The production of specific mental state terms types and functions by caregivers and their TD children and caregivers and their children with ASD were assessed in two contexts: a parent's story-telling task and a child's story-telling task. Caregivers of children with ASD produced less causal talk and proportionally less desire and cognitive talk…
Descriptors: Autism, Pervasive Developmental Disorders, Story Telling, Parents
Comblain, Annick; Schmetz, Coraline – Journal of Cognitive Education and Psychology, 2020
Effective communication requires an understanding of the interlocutor's perspective. Being able to infer someone else's knowledge about a situation is a critical skill in any communication and social interaction. These abilities are part of Theory of Mind (ToM) skills and are known to be impaired in Down syndrome (DS). It therefore makes sense to…
Descriptors: Theory of Mind, Down Syndrome, Skill Development, Pretests Posttests
Weimer, Amy A.; Burleson, Cheryl; Stegall, Sarah E.; Eisenman, Russell – Early Child Development and Care, 2020
The present study examined relations between Theory of Mind (ToM) understanding and social competence among school-age Latino children. Participants included 62 children ages 6-12 years. Picture vocabulary was assessed via a standardized language survey, and ToM assessed via Happé's [(1994). An advanced test of theory of mind: Understanding of…
Descriptors: Theory of Mind, Interpersonal Competence, Correlation, Children