Meta-analysis of theory-of-mind development: the truth about false belief.

By Henry Wellman, D. Cross, Julanne Watson. 2001

4,063 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

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Citations in the corpus

Theory of Mind: A Neural Prediction Problem (2013, positive): “These beliefs and desires can be used to predict aspects of a person’s actions, emotions, and other mental states, especially when the person’s beliefs and desires differ from those of the observer (Wellman et al., 2001; Wimmer and Perner, 1983).”
“Do you know what I want?” Preschoolers’ talk about desires, thoughts and feelings in their conversations with sibs and friends (2007, methodology): “Although the meta-analysis conducted by Wellman and colleagues (Wellman et al., 2001) showed no clear performance contrast for experimental tasks tapping children’s awareness of own vs. others’ false-belief, it seems likely that attention to others’ inner states will have a particular importance in…”
Culture and the sequence of steps in theory of mind development. (2011, background): “This latter finding extends to the five-step ToM scale a result that had been found previously for the FB task alone among English-speaking preschoolers in Western cultures such as Canada (see e.g., Jenkins & Astington, 1996), the United Kingdom (see e.g., Perner et al., 1994), and Australia (see e.”
Being Left Out: Neurobiological Correlates of Social Rejection and their Developmental Trajectory (2011, neutral): “Zoals verwacht lieten de gedragsresultaten zien dat deze vaardigheden al voor de adolescentie aanwezig zijn (Grossman et al., 2008; Wellman et al., 2001).”
Enhancing Empathy and Theory of Mind (2012, background): “While we know a great deal about the most basic forms of these abilities in preschoolers (eg, Eisenberg & Strayer, 1987 ; Wellman, Cross, & Watson, 2001 ), we know little about the later forms of these abilities and the experiences that may enhance these skills in late childhood and adolescence.”
Mindful storytellers: Emerging pragmatics and theory of mind development (2013, background): “It has been shown that children perform similarly when ToM tasks are presented using real persons, videotaped persons, dolls, toys or story drawings (Wellman et al., 2001).”
Young Bilingual Children's Heightened Sensitivity to Referential Cues (2011, background): “In addition, children whose parents more frequently use and explain mental-state terms in conversations with them develop an understanding of theory of mind at an earlier age (eg, Garner, Jones, Gaddy, & Rennie, 1997 ; Ruffman, Slade, & Crowe, 2002 ; Wellman, 1990 ; Wellman, Cross, & Watson, 200”
HIGHER-ORDER THEORY OF MIND AND SOCIAL COMPETENCE IN SCHOOL-AGE CHILDREN (2006, background): “The consensus of such studies is that, through a progression of stages starting at around 2 years, normallydeveloping children have acquired full competence on first-order ToM tasks by 5 years of age (WELLMAN et al., 2001).”
Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding (2006, result): “That fluctuations were especially prevalent during the lag before children’s mastery of the tasks provides evidence of a transitional period in children’s theory of mind development, akin to that implied by the earlier meta-analysis (Wellman et al., 2001).”
The development of false-belief understanding in Japanese children: Delay and difference? (2006, methodology): “A recent comprehensive meta-analysis by Wellman, Cross, and Watson (2001) showed that false belief performance of children from different countries similarly increased from below- to above-chance during the preschool years.”