Promoting the Transition from Implicit to Explicit Understanding: A Training Study of False Belief

By W. Clements, Charlotte L. Rustin, Sarah L. Mccallum. 2000

118 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bb54d7921499fdae5dbefd947c2f881f2315cd51

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How language does (and does not) relate to theory of mind: A longitudinal study of syntax, semantics, working memory and false belief (2005, unknown): “This proportion is similar to Davis and Pratt (1995) and Gordon and Olson (1998).”
Constructing an understanding of mind: The development of children's social understanding within social interaction (2004, background): “For example, an interesting source of evidence of an early form of understanding comes from within the theory-theory and is referred to as “implicit knowledge” of false belief (Clements & Perner 1994; Clements et al. 2000; Garnham & Ruffman 2001).”
Explanation and understanding (2015, background): “This progression can sometimes be uncovered by eye-tracking studies in which children anticipate with their eyes more advanced explanations while explicitly offering more primitive ones (e.g., Clements et al. 2000).”
The relation between children's and mothers' mental state language and theory-of-mind understanding. (2002, methodology): “These coding categories were based on studies by Wimmer and Mayringer (1998) and Clements, Rustin, and McCallum (2000).”
The effects of adding metacognitive language to story texts (2004, background): “Although these studies involved one or more metacognitive terms in the training, such as, “He doesn’t know that Nelly moved it” (Clements et al., 2000), the focus was on children’s conceptual understanding of specific false-belief tasks and one cannot separate the role of the metacognitive vocabular”
Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding (2006, background): “Similarly, Clements et al. (2000) found that simply giving children corrective feedback about their performance on FB tasks did not lead to posttest improvement (but see Slaughter, 1998; Slaughter & Gopnik, 1996), but children who received conceptual explanations from the adult researcher about why…”
How language relates to belief, desire, and emotion understanding (2003, unknown): “Children who referred to where the story character originally put the cake, to her thinking it hadn’t moved, or to Katy’s lack of visual access were given one point ( Clements, Rustin, & McCallum, 2000; Wimmer & Mayringer, 1998).”
Teaching emotion understanding (2002, unknown): “These studies have shown that intervention can be effective (Appleton & Reddy, 1996; Clements, Rustin, & McCallum, 2000; Slaughter & Gopnik, 1996; Taylor & Hort, 1990).”
Symposium on S. Butterfill and I. Apperly, "How to Construct a Minimal Theory of Mind" (2013, background): “Development of reasoning about beliefs in humans may also be facilitated by explicit training (Slaughter & Gopnik 1996) and environmental factors such as siblings (Clements et al. 2000; Hughes & Leekam 2004).”
Do humans have two systems to track beliefs and belief-like states? (2009, background): “, Apperly & Robinson, 2003), appears to be related to the development of language (Astington & Baird, 2005) and executive function (Perner & Lang, 1999; Sabbagh, 2006), and may be facilitated by explicit training (Clements et al., 2000; Slaughter & Gopnik, 1996).”