Social Understanding and Social Lives: From Toddlerhood through to the Transition to School. Essays in Developmental Psychology.

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Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions (2015, unknown): “Other measures might include studying children engaged in socially taxing situations, such as peer entry paradigms (26), or reporting on the frequency of social contact and the size of social networks (31).”
CHILDREN'S COGNITIVE DEVELOPMENT AND LEARNING (2012, background): “Jenkins and Astington (1996) showed that children with siblings showed earlier ToM development than children without siblings, and that having siblings had stronger effects for children with lower language abilities.”
How do use and comprehension of mental-state language relate to theory of mind in middle childhood? (2012, unknown): “…in children suggest that language plays a key role in acquiring an understanding of mental states (Astington, 2001; Harris, de Rosnay, & Pons, 2005; Hughes, 2011; Hughes, Marks, Ensor, & Lecce, 2010; Lohman & Tomasello, 2003; Milligan, Astington, & Dack, 2007; Ruffman, Slade, Rowlandson, Rumsey, &…”