Executive Function and False-Belief Understanding in Preschool Children: Two Tasks Are Harder Than One

By S. Hala, Stacey Hug, Annette M. E. Henderson. 2003

152 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/38d42d20c89785570105d500330f7529000f758d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Stephanie M. Carlson
2. L. A. Dack
3. K. Milligan
4. Janet Wilde Astington
5. L. J. Moses
6. Peter Carruthers

In Developmental and Educational Psychology

1. Stephanie M. Carlson
2. L. J. Moses
3. Laura J. Claxton
4. L. A. Dack
5. K. Milligan
6. Janet Wilde Astington
7. Peter Carruthers
8. Michal Kosinski

Citations in the corpus

• The Relation Between Executive Function and Theory of Mind is More Than Skin Deep (2015, background): “Conflict EF tasks like bear=dragon that involve both inhibition and working memory typically relate more strongly to ToM than do more simple inhibition tasks like gift delay or working memory alone (Carlson & Moses, 2001; Carlson et al., 2002; Hala et al., 2003; Hughes & Ensor, 2007).”
• Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. (2007, background): “(Contd) Study N Language ability measure Type of false-belief task r/mean r Doherty (2000)FStudy 1 48 Homonym Judgement Synonym Judgement British Picture Vocabulary Scale Change-of-location .56 Doherty (2000)FStudy 2 24 Homonym Selection Task British Picture Vocabulary Scale Change-of-location .51 F”