Scaling of theory-of-mind tasks.

By Henry Wellman, David Liu. Child Development, 2004

1,799 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9a3ea3cbbe053b7011e0eea67f13798913673fc7

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The role of prescriptive norms and knowledge in children's and adults' causal selection. (2016, background): “Although children show an understanding of the difference between knowledge and ignorance from around age 3 or even earlier (e.g., Flavell, Flavell, Green, & Moses, 1990; see Wellman & Liu, 2004), the integration of knowledge ascription into normative evaluations seems to develop later.”
“Who is worthy of my generosity?” Recipient characteristics and the development of children’s sharing (2016, neutral): “…cognitively advanced (they have less advanced theory of mind abilities and function within earlier stages of moral reasoning), which may reduce their capacity to take need and moral deservingness into account in their sharing behavior (Peterson, Wellman, & Slaughter, 2012; Wellman & Liu, 2004).”
Attribution theories: How people make sense of behavior. (2011, background): “…incom patible with what we know about children's and adolescents' understanding of mind action (Devine & Lecce, 2021; Perner, 1991; Slaughter, 2015; Wellman & Liu, 2004). this developing theory of mind, we see the importance of intentionality judgments, of mind contrasted with observable behavior,…”
The Interface of Language and Theory of Mind. (2007, background): “Even more recent analyses suggest that success on certain types of Theory of Mind task reliably precedes success on others ( Wellman and Liu, 2004 ).”
Culture and the sequence of steps in theory of mind development. (2011, methodology): “Despite passing the same total number of scale steps as did U.S. children at equivalent ages, children in China completed the steps in a different order.”
Replications of implicit theory of mind tasks with varying representational demands (2017, background): “…if theory of mind performance on implicit tasks in infancy shares two features of explicit theory of mind performance in older children: coherent individual differences across tasks (Wellman & Liu, 2004) and a relationship to individual differences in executive function (e.g. Carlson &Moses, 2001).”
The development of arithmetic principle knowledge: How do we know what learners know? (2009, methodology): “Based on participants’ evaluation of examples using looking time, Wynn (1992) concluded that 5-month-old infants’ expectations about adding and subtracting objects were consistent with relation to operands.”
A Developmental Perspective on Executive Function (2010, background): “…different versions of the same task (to try to equate task demands, such as verbal demands and content area), with each task assessing a different component of EF (see Wellman & Liu, 2004, for the successful use of this design for assessing the acquisition sequence for theory-of-mind tasks).”
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, neutral): “Preschoolers solve these tasks in this order, and the same five-step progression characterizes American (Wellman & Liu, 2004; Wellman, Fang, & Peterson, 2011), Australian (Peterson, Wellman, & Liu, 2005), and German (Kristen, Thoermer, Hofer, Aschersleben, & Sodian, 2006) preschoolers.”
Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, background): “Although the milestones in ToM development each represent conceptually distinct understandings, they can be seem as forming a single continuum because they represent children’s broadening understanding of subjectivity (Wellman and Liu 2004).”
A visual analytics approach to understanding cycling behaviour (2012, neutral): “The idea of using BCP for learning came from our attempts to represent and learn ﬁrst-order logic in neural networks (Garcez and Zaverucha, 2012).”