Theory of mind and autism: A review
By Simon Baron-Cohen. 2000
691 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/d438b558e9fde05e252315ece0554b358a8cec32
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- Lien Van Eylen
- Lee H. de-Wit
- Jaime A. Pineda
- E. Liddell
- Alexa Scharf
- A. Graesser
- Vilayanur S. Ramachandran
- DeShawn Nelson
In Developmental and Educational Psychology
- Jaime A. Pineda
- E. Liddell
- Alexa Scharf
- A. Graesser
- Douglas J. Hacker
- DeShawn Nelson
- Edward M. Hubbard
- Patricia J. Brooks
Citations in the corpus
- Precise minds in uncertain worlds: predictive coding in autism. (2014, background): “Superior visual search has been found both when the target is defined by a single feature and for conjunctive targets (Keehn et al., 2009; O’Riordan, Plaisted, Driver, & Baron-Cohen, 2001; Plaisted, O’Riordan, & Baron-Cohen, 1998).”
- ASD and schizophrenia show distinct developmental profiles in common genetic overlap with population-based social-communication difficulties (2017, neutral): “This includes impairments in social cognition3,4 but also poor social competence5 affecting verbal and nonverbal communication skills.”
- EEG evidence for mirror neuron dysfunction in autism spectrum disorders. (2005, background): “as imitation [43,46], theory of mind [23], language [43,44], and empathy [12], all of which are known to be impaired in individuals with autism spectrum disorders [6,8,20,30,47].”
- The Teacch Approach to Autism Spectrum Disorders (2004, background): “Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders, 18,379-402. Barrera, RD., Lobato-Barrera, D., & Sulzer-Azaroff, B. (1980). A simultaneous treatment comparison of three expressive language training programs with a”
- Handbook of Metacognition in Education (2009, background): “Although there is some research on more “advanced” theory of mind in older autistic children and adults (Baron-Cohen, 2001), theory of mind research typically focuses on pre-school students and has not been of great interest to education researchers.”
- Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders (2012, methodology): “Some researchers consider a lack of ToM to be a hallmark deficit in ASD (for a review see Baron-Cohen 2001) even though this is not yet a symptom, as far as we know, that has been formally incorporated into any diagnosis of ASD. However, in the context of a presumed link between deficient ToM and AS”
- Sensory Experiences Questionnaire: discriminating sensory features in young children with autism, developmental delays, and typical development. (2006, background): “Socialcognitive deficits central to autism may impact upon a child’s ability to understand other people’s intentions (Baron-Cohen, 2000; Hobson, 1990; Sigman & Ruskin, 1999), and potentially could create more variability in responding to particular types of sensory experiences.”