Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding

By Jennifer Amsterlaw, Henry Wellman. 2006

166 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1e11907a4bab1f2b10f88b00e4e471720e4923aa

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In Cognitive Neuroscience

In Developmental and Educational Psychology

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Citations in the corpus

The Instrumental Value of Explanations (2011, background): “Such findings suggest that engaging in explanation can foster causal reasoning that does not occur spontaneously, and in this case generate a discovery, or more explicit recognition of the relationship between particular causal factors and behavior (see also Amsterlaw and Wellman 2006).”
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, unknown): “Amsterlaw and Wellman (2006) tested 3- and 4-yearold children on 24 such false belief explanation tasks over 6 weeks.”
Psychological Reasoning in Infancy. (2016, background): “First, they can consciously deliberate about others’ actions and verbalize their understanding of these actions (e.g., they can explain that Sally will go to the basket because she thinks her marble is still there; Amsterlaw & Wellman 2006; Bartsch & Wellman 1989).”
Microgenetic Analyses of Learning (2007, background): “Preschoolers generate similar paths of change in single-digit addition, false belief, selective attention, and other tasks (Amsterlaw & Wellman, 2004; Flynn, O’Malley & Wood, 2004; Miller & Aloise-Young, 1995; Siegler & Jenkins, 1989).”
Learning from others: children's construction of concepts. (2009, background): “Microgenetic methods also offer great potential for examining how input from others influences conceptual change (Amsterlaw & Wellman 2006, Opfer & Siegler 2004, Siegler & Crowley 1991).”
Explanation and Abductive Inference (2012, background): “…children to explain why a character searched for an item in a particular location in a false belief task leads to greater improvement than merely predicting the character's behavior and receiving feedback, with benefits that extend to other theory of mind tasks (Amsterlaw & Wellman, 2006).”
Finding new facts; thinking new thoughts. (2012, background): “…if somewhat mysterious, fact that explaining something to oneself can affect learning and discovery, even in the absence of new data (Amsterlaw & Wellman, 2006; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Chi, de Leeuw, Chiu, & LaVancher, 1994; Roscoe & Chi, 2007, 2008; Siegler,…”
Theory of mind: The state of the art* (2018, background): “Such systematic training improves children’s false-belief understanding and advances children along the ToM Scale of progressive understandings (Amsterlaw & Wellman, 2006; Rhodes & Wellman, 2013).”