Understanding the Psychological World: Developing a Theory of Mind

By Henry Wellman. 2007

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ff8903c5ae19827f4a976c6e5f0cd495cf71ed2f

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In General Psychology

Citations in the corpus

Fairness in Distributive Justice by 3- and 5-Year-Olds Across Seven Cultures (2009, methodology): “By 2 or 3 years of age, children also begin to show rudimentary theory of mind skills, understanding mental states such as desires and emotions that guide and predict the behavior of others (Wellman, 2002).”
Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. (2007, background): “The mental state of belief has been a particular focus of interest, with successful performance on experimental falsebelief tasks (Wimmer & Perner, 1983) taken to mark the acquisition of a representational theory of mind (Wellman, 2002).”
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, unknown): “These behaviors involve explanation as well as prediction, and involve the understanding of sources of information, appearance and reality, and representational change as well as predictions about actions (Gopnik & Wellman, 1992; Wellman, 2002).”
Developmental changes in the comparison of decimal fractions (2010, methodology): “The conceptual change model has been applied to other domains than science, such as psychology (Wellman, 2002), general cognitive development (Carey, 1985), and history (Limón, 2002).”
Theories of Mind in Transition: A Microgenetic Study of the Development of False Belief Understanding (2006, background): “Between 3 and 5 years, children achieve one of the hallmarks of an adult-like theory of mind—an understanding of mental representation (see Flavell & Miller, 1998; Taylor, 1996; Wellman, 2002).”
1 Imitation and Other Minds: The "Like Me" Hypothesis (2005, background): “Further developments are needed for understanding false beliefs and other mental states, which are farther from the action, as it were (e.g., Astington & Gopnik, 1991; Bruner, 1999; Flavell, 1999; Harris, 1989; Humphrey, 2002; Meltzoff et al., 1999; Wellman, 1990, 2002; Perner, 1991).”
Mothers' and Fathers' Use of Internal State Talk with their Young Children (2008, methodology): “Indeed, evidence from Lagattuta and Wellman (2002) suggests that parent–child conversations about inner states are intertwined such that parents who talk more about emotions pair with children who talk more about emotions (and vice versa).”
Elaborating on elaborations: role of maternal reminiscing style in cognitive and socioemotional development. (2006, background): “During the preschool years, children develop a relatively sophisticated understanding of mind that includes notions of internal representations of beliefs, cognitive processes and states, and emotions (see Wellman, 2002, for a review).”
The Cognitive-Situative Divide and the Problem of Conceptual Change (2007, background): “Although the conceptual change approach is very much related to physics education, it is not restricted to physics but makes a larger claim about learning that transcends many domains and can apply, for example, to mathematics (Verschaffel & Vosniadou, 2004), biology (Hatano & Inagaki, 1994), and ps”
Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, background): “Thus, even though very young children can distinguish between domains at an intuitive level, in the sense that they can tell the difference between an apple and a thought about an apple (Wellman, 2002), their ability to refl ect upon the nature of their own and others’ knowledge”