How Parenting Style Affects False Belief Understanding

By T. Ruffman, Josef Perner, L. Parkin. 2001

243 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6aea481ba834de87be75416e2355c439a84667a9

How researchers see this paper

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

In Clinical Psychology

1. C. Peterson
2. V. Slaughter
3. Linda C. Mayes
4. K. Ensink
5. Stephanie M. Carlson
6. L. J. Moses
7. Mark Nielsen
8. Nicole R. Guajardo

In Developmental and Educational Psychology

1. V. Slaughter
2. Janet Wilde Astington
3. C. Peterson
4. L. A. Dack
5. K. Milligan
6. Stephanie M. Carlson
7. T. Ruffman
8. L. Slade

In Social Psychology

1. V. Slaughter
2. C. Peterson
3. T. Ruffman
4. L. Slade
5. A. Shahaeian
6. Mark Nielsen
7. Janet Wilde Astington
8. Stephanie M. Carlson

Citations in the corpus

• The relation between children's and mothers' mental state language and theory-of-mind understanding. (2002, background): “This finding is reminiscent of claims that training in desire facilitates belief understanding (Slaughter & Gopnik, 1996), and that mothers who discuss the feelings of others have children with enhanced belief understanding (Ruffman et al., 1999 ).”
• Cultural and Family Influences on Children’s Theory of Mind Development (2014, methodology): “All tasks were from Shahaeian et al. (2011) with the exception of the False Belief task.”
• Demographics, Parenting, and Theory of Mind in Preschool Children (2003, background): “Although Cutting and Dunn (1999) found moderate positive associations between maternal education and both false belief understanding and affective perspective taking, other studies have not (Dunn et al., 1991a; Ruffman et al., 1999).”
• Opening windows into the mind: mothers’ preferences for mental state explanations and children’s theory of mind (2003, background): “The results of this pair of studies are in line with much previous work showing significant links between maternal input and children’s rate of development of ToM (Dunn, 1994, 1995; Garner et al., 1997; Meins et al., 1998; Ruffman et al., 1999, 2002 ).”
• How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory (2002, background): “, 1998), as well as parenting variables such as discipline style (Hughes et al., 1999; Ruffman et al., 1999; Pears and Moses, 2001) and amount of parental mental-state talk (Dunn et al.”