HIGHER-ORDER THEORY OF MIND AND SOCIAL COMPETENCE IN SCHOOL-AGE CHILDREN

By Bethany Liddle, Daniel Nettle. 2006

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/868179be3db9e6544e6718da2da99738466f930b

How researchers see this paper

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

In Developmental and Educational Psychology

1. B. Korkmaz
2. Christopher Osterhaus
3. Susanne Koerber

In Social Psychology

1. B. Korkmaz
2. Christopher Osterhaus
3. Susanne Koerber

In Sociology and Political Science

1. B. Korkmaz
2. Christopher Osterhaus
3. Susanne Koerber

Citations in the corpus

• Individual Differences in Early Scientific Thinking: Assessment, Cognitive Influences, and Their Relevance for Science Learning (2019, methodology): “AToM was tested using a higher-order false belief task (third-order false belief; Liddle & Nettle, 2006) and the double bluff story from the Strange Stories (Happé, 1994).”
• Theory of Mind and Neurodevelopmental Disorders of Childhood (2011, background): “High-functioning children with autism may also pass these tests, but not before their teen years (48).”