Sometimes necessary, never sufficient: False-belief understanding and social competence.

By Janet Wilde Astington. 2003

194 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4318bbbb3943fa6b61e7b954d1a37bc0f4a0177e

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In Philosophy

Citations in the corpus

Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood (2017, background): “Children with greater EF and ToM abilities are better able to adapt to novel social situations, inhibit maladaptive behaviors and understand the perspectives of others (Anderson, 2008; Astington, 2003).”
“Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends (2007, background): “Third, as noted by Astington (2003) social functioning is, by definition, not a solo-performance; in particular, older social partners (e.g., parents, older siblings) support and scaffold young children’s social interactions.”
Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions (2015, unknown): “Indeed, in contrast with the mixed findings from studies of preschool children (27), more promising results have emerged from the few longitudinal studies to examine the social consequences of variation in theory of mind in school-aged children (e.”
Theory-of-Mind Development: Retrospect and Prospect (2004, background): “Finally, the causal relations between theory of mind and social behavior are complex and bidirectional, with social behavior providing a context for theory-of-mind acquisitions as well as the converse (Astington, 2003).”
Emotion and Cognition Processes in Preschool Children (2008, background): “Mental state understanding and the ability to view situations from multiple perspectives enable children to communicate more effectively with others and may indicate metacognitive maturity more generally (Astington, 2003; TagerFlusberg & Sullivan, 2000).”
Adult theory of mind, cooperation, Machiavellianism: The effect of mindreading on social relations (2007, background): “At the same time, many theorists argue that neither high level cognitive processes (mindreading) nor the capacity of affective experiencing (empathy) are prerequisits for prosocial behavior (Astington, 2003).”
Mindful storytellers: Emerging pragmatics and theory of mind development (2013, background): “On the one hand, effective interpersonal communication requires the use of pragmatic knowledge to organize information and to recognize the interlocutor’s thoughts, beliefs, intentions and emotions (Astington, 2003).”
Individual Differences in Preschoolers' Self-Regulation and Theory of Mind (2008, background): “An understanding of false belief has been implicated in chil dren's development of social competence (Astington, 2003).”
Participants Don’t Need Theories (2004, background): “The main empirical challenges are from the everyday actions of infants and toddlers, particularly those involving communication and deception, which occur well before the theory argues that they can (see also Astington, 2003; Dunn, 1988, 1991).”