Theory of mind and autism: A fifteen year review.

By Simon Baron-Cohen. 2000

521 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/75dda8b83939072a6ffc637450e8cd45a6c02825

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Citations in the corpus

Emotional competence in children with autism: Diagnostic criteria and empirical evidence (2008, background): “They show pervasive problems in their understanding of desires, thoughts and beliefs (Baron-Cohen, 2000; Yirmiya, Erel, Shaked, & Solomonica-Levi, 1998).”
A review of methods in the study of attention in autism (2010, background): “impact the development of more sophisticated social cognitive skills including joint attention (Mundy & Newell 2007) and Theory of Mind (Baron-Cohen 2000; Sodian & Thoermer 2008), and for the development of language (Mundy & Sigman 1990; Leekam, Lopez, & Moore 2000; Adamson, Bakeman, Deckner, & Roms”
The Empathy Imbalance Hypothesis of Autism: A Theoretical Approach to Cognitive and Emotional Empathy in Autistic Development (2009, background): “…that people with autism do not easily identify the following phenomena in social situations: false belief, second-order belief, complex causes of emotion, irony, pretence, metaphor, deception, faux pas, white lies, and double bluff (e.g., see Baron-Cohen, 2000; Happe, 1994; Hill & Frith, 2004).”
Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools (2009, background): “the ability to attribute mental states such as beliefs, feelings, and desires to oneself and others (Baron-Cohen 2000).”
The Development of Mentalisation in Children From a Theory of Mind Perspective (2010, background): “In addition, research reveals important bi-directional links between language acquisition and intentionality and there is evidence that joint attention in infants of 1 year and younger, considered an early manifestation of an awareness of others as intentional agents ( Baron-Cohen, 2000 ), predicts ”
The Growing Importance of Social Skills in the Labor Market (2017, background): “1999, Baron-Cohen et al. 2001, Goleman 2006). Woolley et al. (2010) show that a test designed to measure social intelligence predicts team productivity even after controlling for the average intelligence of team members.”
Posttraumatic Stress Disorder: A Social‐Cognitive Perspective (2012, background): “…of empirical research has demonstrated the role of mentalizing and theory-of-mind impairments in the interpersonal problems associated with autism (Baron-Cohen, 2000), borderline personality disorder (King-Casas et al., 2008; Sharp et al., 2011), conduct disorder (Sharp, 2008), depression (Kyte &…”
The systemizing quotient: an investigation of adults with Asperger syndrome or high-functioning autism, and normal sex differences. (2003, methodology): “This was needed to test two linked theories: the E–S theory of sex differences in the mind (Baron-Cohen 2002) and the EMB theory of autism (Baron-Cohen & Hammer 1997; Baron-Cohen 2000; Baron-Cohen et al. 2002).”
Theory of Mind and Preference Learning at the Interface of Cognitive Science, Neuroscience, and AI: A Review (2022, background): “Baron-Cohen (2000) provides a review of the early tasks assessing various aspects related to ToM.”
A case-control study of offenders with high functioning autistic spectrum disorders (2005, background): “Theory of mind (Baron-Cohen, 2000), EF (Hill, 2004), and empathy (Hobson, 1986a, 1986b) are all recognised as being impaired in most people with ASDs.”
Establishing a Deictic Relational Repertoire in Young Children (2011, methodology): “Perspective-taking skills of this kind, which are generally assessed using a “theory of mind” paradigm (Baron-Cohen, 2000; Howlin, Baron-Cohen, & Hadwin, 1999), are crucial to social and intellectual development.”
Imitation, mirror neurons and autism. (2001, background): “Like emotion reading [20], a capacity for shared attention has been proposed as an important precursor to full theory of mind, partly on the basis of evidence that deficits in this capacity are apparent early in the life of individuals with autism, their occurrence thus being explored as an early wa”
The Innate Mind: Structure and Contents (2005, background): “In naturalistic settings, children with autism do not use mental state terms such as think and know in everyday conversation (Tager-Flusberg, 1992), and they lack social skills that depend on mentalizing (Frith et al., 1994; for a review see Baron-Cohen, 2000).”