How Language Facilitates the Acquisition of False-Belief Understanding in Children with Autism.

By Helen Tager-Flusberg, R. Joseph. 2005

147 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/cceb6e2f8eac1b30166e3d406143f10cdc5531f9

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Citations in the corpus

Evaluating the Theory-of-Mind Hypothesis of Autism (2007, background): “Semantic and grammatical knowledge, as well as more specific knowledge of complex embedded sentence structures, are the most significant predictors of who will pass false-belief tasks (Tager-Flusberg & Joseph, 2005).”
Autism Spectrum Disorder and Specific Language Impairment: Overlaps in Syntactic Profiles (2016, result): “In line with our findings, recent work has suggested that higher ToM success relates to higher language skills (Happé 1995; Tager-Flusberg 2000; Tager-Flusberg & Joseph 2005; Lind & Bowler 2009; Durrleman & Franck 2015; Durrleman et al. 2015).”
Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. (2007, background): “…task performance have been found in studies with clinical samples, including children with autism, deafness, specific language impairment, Asperger syndrome, and Down syndrome (e.g., P. de Villiers, 2005b; Happé, 1995; Miller, 2001; Peterson & Siegal, 1999; Tager-Flusberg & Joseph, 2005).”
Mindful storytellers: Emerging pragmatics and theory of mind development (2013, unknown): “…with typically developing (e.g. Astington & Jenkins, 1999; Jenkins & Astington, 1996; Ruffman, Slade, & Crowe, 2002), deaf (e.g. deVilliers, 2005; Peterson & Siegal, 1995) and autistic children (e.g. deVilliers, 2005; Happé, 1995; Tager-Flusberg & Joseph, 2005; Ziatas, Durkin, & Pratt, 1998).”
The Role of Language in Theory of Mind Development. (2014, background): “The same finding holds for children with specific language impairment (de Villiers, Burns, & Pearson, 2003; Miller, 2004) or those with autism who have high enough language functioning (Tager-Flusberg & Joseph, 2005).”