Theory-of-Mind Development: Retrospect and Prospect

By Jonathan Flavell. 2004

470 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology, Cognitive Science & Psychology

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In Developmental and Educational Psychology

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Citations in the corpus

Evaluating Theory of Mind in Question Answering (2018, background): “The capacity to recognize that others can have mental states different than one’s own – theory of mind – marks an important milestone in the development of children and has been extensively studied by psychologists (for a review, see Flavell, 2004).”
Metacognition in Psychology (2019, background): “In middle childhood and beyond, metacognitive studies focus more on measures of children’s understanding that knowledge is malleable—active, interpretive, and constructive (Flavell, 2004).”
Towards understanding child-pedestrians' hazard perception abilities in a mixed reality dynamic environment (2013, background): “, one’s ability to comprehend that others have different inner worlds inhabited by thoughts, beliefs, and intentions that are dissimilar to his or her own) has suggested that by approximately 7 years of age, children’s understanding of the meaning of different perspectives tend to be in place (e.g.,”
Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “Research in ToM has led to a rich multifaceted literature in developmental psychology (for reviews see Flavell 2004; Wellman 2014); here, we give only an overview and share some key understandings from this very active area.”
A Systematic Investigation of Commonsense Understanding in Large Language Models (2021, background): “Social IQa (Sap et al., 2019b) focuses on evaluating social commonsense, and in particular on theory of mind – the capacity to reason about others’ mental states, such as beliefs (Flavell, 2004).”
Metacognition and learning: conceptual and methodological considerations (2006, background): “Theory-of-Mind develops somewhere between the age of 3 to 5 years (Flavell, 2004; Lockl & Schneider, this issue).”
Establishing a Deictic Relational Repertoire in Young Children (2011, background): “A child unable to understand the perspective of another cannot understand the motivation of characters in a story (Baron-Cohen, 2000), empathize with others (Baron-Cohen, 2005), or distinguish appearance from reality (Flavell, 2004).”
“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention (2011, background): “In the present study, empathy is defined as an observer’s understanding of the internal state of a target (cognitive empathy or Theory of Mind; Flavell 2004) as well as the observer’s emotional reaction to what he/she perceives as being the internal state of a target (affective empathy).”
INSIGHTFUL OR WISHFUL: Lawyers' Ability to Predict Case Outcomes (2010, background): “Human cognition is not only retrospective but also prospective: People look toward an imagined future and make various assessments and judgments on the basis of possible future events (Flavell, 2004; Kahneman, 1973; Meeks, Hicks & Marsh, 2007).”
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions (2008, background): “…as the need for justification comes from “theory of mind” research that examines how children develop an understanding of their own and others’ mental states, metacognition, and potential for false belief (see Flavell, 2004, and Chandler & Carpendale, 1998, for reviews of theory of mind research).”