Theory of mind and social behavior: Causal models tested in a longitudinal study.

By J. Jenkins, Janet Wilde Astington. 2000

153 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/273a3a2a9eee129c66f9c036d6434789f764c307

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Citations in the corpus

Mentalizing and borderline personality disorder (2007, background): “…& Braungart, 1992) are likely to be disrupted by maltreatment, especially the child’s opportunity to engage in pretend play, which also greatly facilitates the emergence of mentalization (Harris, de Rosnay, & Pons, 2005; Jenkins & Astington, 2000; Taylor et al., 1998; Youngblade & Dunn, 1995).”
Preschool Children’s Narratives and Performance on the Peabody Individualized Achievement Test – Revised: Evidence of a Relation between Early Narrative and Later Mathematical Ability (2004, methodology): “It has also been the test most frequently adopted to assess general language ability in recent studies investigating theory of mind development in preschoolers (e.g., Astington & Jenkins, 1995; Jenkins & Astington, 2000).”
“Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends (2007, background): “…from several studies on pretend play that indicate that individual differences in theory-of-mind performance are related to joint pretence proposals, but unrelated to the frequency or variety of pretence (Astington & Jenkins, 1995; Harris, 2005; Jenkins & Astington, 2000; Youngblade & Dunn, 1995).”
Representing the Mental World in Children's Social Behavior: Playing Hide‐and‐Seek and Keeping a Secret (2003, background): “Results have been somewhat mixed: While ToM performance was found not to be related to total amount of pretend play, performance was related to two observational measures of sophisticated pretend play (Astington & Jenkins, 1995; Jenkins & Astington, 1996; Jenkins & Astington, 2000).”
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).”
The impact of pretend play on children's development: a review of the evidence. (2013, background): “C Johnson (1976) SPP Solo C Johnson (1978) SPP/Solo C L. Dunn & Herwig (1992) SPP Solo Solo disappears when partial IQ C Pellegrini & Gustafson (2005) Const. PP C Moran et al. (1984) PP Holds when partial IQ C/T Wyver & Spence (1999) PP PP/SPP No No C: One type of pretense related to one task; T: ef”
HIGHER-ORDER THEORY OF MIND AND SOCIAL COMPETENCE IN SCHOOL-AGE CHILDREN (2006, background): “Such differences in ToM development can be behaviourally significant, since ToM abilities correlate with conversational skills, sophistication of joint play, and interpersonal sensitivity (CUTTING and DUNN, 1999; JENKINS and ASTINGTON, 2000), and children with conduct disorder are impaired on theory”