Individual differences in inhibitory control and children's theory of mind.

By Stephanie M. Carlson, L. J. Moses. Child Development, 2001

2,024 citations recorded by the source corpus.

Subfields: General Health Professions, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/d4a82cde56d638c3ead633c243e06f3db107f043

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In General Health Professions

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Citations in the corpus

Cognitive and Emotional Aspects of Self-Regulation in Preschoolers. (2007, methodology): “Following the procedures of Gopnik and Astington (1988) and Carlson and Moses (2001), participants were shown a PlayDoh box and asked, “What do you think is in this box?””
Beyond common and privileged: Gradient representations of common ground in real-time language use (2012, methodology): “This null effect is in contrast to findings with young children that measures of conflict inhibition predict performance in theory of mind tasks (Carlson & Moses, 2001), and interpretation of ambiguous sentences that require consideration of visual common ground (Nilsen & Graham, 2009).”
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, neutral): “These individual differences are related to IQ and executive function, but also have a distinct developmental profile (e.g., Carlson & Moses, 2001; Wellman, Lopez-Duran, LaBounty, & Hamilton, 2008).”
Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding (2015, background): “In fact, Carlson, Moses, and colleagues assert that domain-general executive-functioning skills enable children to benefit from social experiences that foster conceptual aspects of theory of mind (Carlson & Moses, 2001; Moses & Tahiroglu, 2010; Sabbagh et al., 2006).”
Studying infant temperament via the Revised Infant Behavior Questionnaire (2003, methodology): “Consistency between parent report on the CBQ and indicators of temperament based on home and laboratory observations has been demonstrated ( Carlson, 1997; Gerardi-Caulton, in press; Kochanska, Murray, Jacques, Koenig, & Vandegeest, 1996; Schaughency & Fagot, 1993).”
Topics in Integrative Neuroscience: Attention as an organ system (2008, background): “Moreover, tasks that require the inhibition of a prepotent response correlate with theory of mind tasks even when other factors, such as age, intelligence, and working memory are factored out ( Carlson & Moses, 2001 ).”
The Development of Executive Attention: Contributions to the Emergence of Self-Regulation (2005, background): “Individual differences in effortful control are also related to aspects of metacognitive knowledge, such as theory of mind (i.e., knowing that people’s behavior is guided by their beliefs, desires, and other mental states; Carlson & Moses, 2001).”
Temperament, Attention, and the Development of Self‐Regulation (2008, background): “Finally, individual differences in effortful control are related to aspects of metacognitive knowledge, such as theory of mind, i.e., knowing that people's behavior is guided by their beliefs, desires, and other mental states (Carlson & Moses, 2001).”
Executive Functions in Children Aged 6 to 13: A Dimensional and Developmental Study (2004, result): “Comparable results were obtained by Carlson and Moses (2001) , who found 3- and 4-year-old girls to significantly outperform boys on measures of inhibitory control.”
Temperament and the Pursuit of an Integrated Developmental Psychology (2004, background): “Individual differences in effortful control are also related to aspects of metacognitive knowledge, such as theory of mind, that is, knowing that people’s behavior is guided by their beliefs, desires, and other mental states (Carlson & Moses, 2001).”
How Would You Feel versus How Do You Think She Would Feel? A Neuroimaging Study of Perspective-Taking with Social Emotions (2004, result): “The main effect of third-person perspective versus first-person perspective revealed activation in regions similar to those found in ToM studies, namely, medial prefrontal cortex, left temporoparieto-occipital junction, and left temporal pole (for a review, see Frith, 2001 ).”
Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. (2002, result): “Our findings thus add to a growing number of studies (Carlson & Moses, 2001; Cole & Mitchell, 1998, 2000; Cutting & Dunn, 1999; Meins & Fernyhough, 1999) that have failed to replicate findings of a facilitatory effect of siblings on children's ToM abilities (e.g., Perner et al., 1994; Ruffman et…”
Taking and Coordinating Perspectives: From Prereflective Interactivity, through Reflective Intersubjectivity, to Metareflective Sociality (2008, background): “…Coordination 295Human Development 2008;51:294–317 Research on children’s social understanding is currently dominated by work on theory of mind [e.g., Gopnik & Wellman, 1994; Perner, 1991], simulation theory [e.g., Harris, 1994], and executive function [e.g., Carlson & Moses, 2001].”