Executive function and theory of mind: stability and prediction from ages 2 to 3.

By Stephanie M. Carlson, Dorothy J. Mandell, Luke V. Williams. Developmental Psychology, 2004

674 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8f161518f6043617791d900ef104c8d51bb55b63

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. Fayeza S Ahmed
2. R. P. Razza
3. Philip David Zelazo
4. Clancy Blair
5. T. Charman
6. Edward G. Jones
7. Alexandra Hendry
8. Michael T. Willoughby

In Developmental and Educational Psychology

1. Clancy Blair
2. Stephanie M. Carlson
3. Michael T. Willoughby
4. Philip David Zelazo
5. L. J. Moses
6. Fayeza S Ahmed
7. T. Charman
8. Edward G. Jones

In Social Psychology

1. Fayeza S Ahmed
2. T. Charman
3. Edward G. Jones
4. Alexandra Hendry
5. Clancy Blair
6. Philip David Zelazo
7. L. J. Moses
8. Laura J. Claxton

Citations in the corpus

• Executive function and the promotion of social–emotional competence (2006, result): “A recent study by Carlson, Mandell, and Williams (2004) found longitudinal relations consistent with those of Hughes (1998b) in a sample of younger children.”
• Executive function in the first three years of life: precursors, predictors and patterns (2016, background): “By age 3, the majority of children are able to resolve concurrent conflict, but still struggle with resolving conflict whilst shifting set (Blakey et al, 2016; Carlson et al, 2004; Garon et al, 2014; Johansson, Marciszko, Brocki et al., 2015).”
• The Relation Between Executive Function and Theory of Mind is More Than Skin Deep (2015, methodology): “Following prior research examining the specific aspects of EF that are associated with ToM performance (e.g., Carlson et al., 2004; Carlson & Moses, 2001; Carlson, Moses, & Breton, 2002; Hala, Hug, & Henderson, 2003), we administered age-appropriate measures of conflict EF, where children must…”
• Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “At least two longitudinal studies (Carlson et al. 2004; Hughes and Ensor 2007) have addressed this question with children between the ages of 2 and 4.”
• A constructivist connectionist model of transitions on false-belief tasks. (2013, neutral): “…transition is not development in the understanding of beliefs, but changes in auxiliary skills such as: executive function (e.g., Bull et al., 2008; Carlson et al., 2004; Carpenter et al., 2002; Flynn, 2007; Flynn et al., 2004; Frye, Zelazo, Brooks, & Samuels, 1996; Frye et al., 1998; Hughes,…”
• Executive function and theory of mind (2008, positive): “Finally, Carlson et al. (2004) found that this relationship between EF and ToM appears to emerge at 39 months and found that inhibition and working memory were related to ToM.”
• Developmentally Sensitive Measures of Executive Function in Preschool Children (2005, background): “For example, Hughes (1998; Hughes & Ensor, this issue) and Carlson ( Carlson, Mandell, & Williams, 2004; Carlson & Moses, 2001) have found that individual differences in EF skills were significantly related to children’s theory of mind (i.e., the ability to reason about mental states of self and ot”