Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children

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The Role of Language Games in Children's Understanding of Mental States: A Training Study (2011, unknown): “…and other factors such as family relations (Perner, Ruffman, & Leekman, 1994; Ruffman, Perner, Naito, Parkin, & Clements, 1998), social competence (Capage & Watson, 2001; Cassidy, Werner, Rourke, Zubernis, & Balaraman, 2003), emotion understanding (Harris, 1989, 2008), affective relationships…”
Relationships among Parenting Practices, Parental Stress, Child Behaviour, and Children's Social-Cognitive Development. (2009, background): “18: 37–60 (2009) DOI: 10.1002/icd competence (e.g. Capage & Watson, 2001; Lalonde & Chandler, 1995).”
Executive function and the promotion of social–emotional competence (2006, background): “…of mind to be negatively related to teacher ratings of aggression and positively related to interpersonal problem-solving, positive social skills, and socially-competent peer play (Capage & Watson, 2001; Jenkins & Astington, 2000; Lalonde & Chandler, 1995; Watson, Nixon, Wilson, & Capage, 1999).”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, background): “Capage and Watson (2001) have also found important individual differences in aggressive and nonaggressive preschoolers’ goals for social problem solving.”