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Author: Simon Baron-Cohen
Publisher: Oxford University Press, USA
ISBN: 9780198524465
Category : Medical
Languages : en
Pages : 530
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Book Description
Why do children with autism have such trouble developing normal social understanding of other people's feelings? This new edition updates the field by linking autism research to the newest methods for studying the brain.
Author: Simon Baron-Cohen
Publisher: Oxford University Press, USA
ISBN: 9780198524465
Category : Medical
Languages : en
Pages : 530
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Book Description
Why do children with autism have such trouble developing normal social understanding of other people's feelings? This new edition updates the field by linking autism research to the newest methods for studying the brain.
Author: Janet Wilde Astington
Publisher: Oxford University Press
ISBN: 0195347846
Category : Psychology
Languages : en
Pages : 369
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Book Description
"Theory of mind" is the phrase researchers use to refer to children's understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children's theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children's linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.
Author: Betty Repacholi
Publisher: Psychology Press
ISBN: 1135432333
Category : Psychology
Languages : en
Pages : 444
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Book Description
Over the last fifteen years, developmentalists, cognitive scientists, philosophers, educators and clinicians have considered the acquisition of a theory of mind - the capacity to predict and explain behavior on the basis of internal, subjective mental states - to be one of the crucial cognitive achievements of early childhood. This volume represents the first collection of work to address, empirically and conceptually, the topic of individual differences in theory of mind. It is also unique because it takes the reader beyond the preschool years, to explore theory of mind development in late childhood and adulthood.
Author: Marc Marschark
Publisher:
ISBN: 0190054042
Category : Education
Languages : en
Pages : 475
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Book Description
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives on a wide range of subjects in the humanities, social sciences, and sciences. Book jacket.
Author: Scott A. Miller
Publisher: Psychology Press
ISBN: 1136334580
Category : Education
Languages : en
Pages : 258
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Book Description
This is the first book to provide a comprehensive review of the burgeoning literature on theory of mind (TOM) after the preschool years and the first to integrate this literature with other approaches to the study of social understanding. By highlighting the relationship between early and later developments, the book provides readers with a greater understanding of what we know and what we still need to know about higher-order TOM. Although the focus is on development in typical populations, development in individuals with autism and in older adults is also explored to give readers a deeper understanding of possible problems in development. Examining the later developments of TOM gives readers a greater understanding of: Developments that occur after the age of 5. Individual differences in rate of development and atypical development and the effects of those differences. The differences in rate of mastery which become more marked, and therefore more informative, with increased age. What it means to have a “good theory of mind.” The differences between first- and second- order theory of mind development in preschoolers, older children, adolescents, and adults. The range of beliefs available to children at various ages, providing a fuller picture of what is meant by “understanding of belief.” After the introduction, the literature on first-order developments during the preschool period is summarized to serve as a backdrop for understanding more advanced developments. Chapter 3 is devoted to the second-order false belief task. Chapters 4 and 5 introduce a variety of other measures for understanding higher-level forms of TOM thereby providing readers with greater insight into other cognitive and social developmental outcomes. Chapter 6 discusses the relation between children’s TOM abilities and other aspects of their development. Chapters 7 and 8 place the work in a historical context. First, the research on the development of social and mental worlds that predated the emergence of TOM is examined. Chapter 8 then provides a comparative treatment of the two literatures and how they complement one another. Ideal as a supplement in graduate or advanced undergraduate courses in theory of mind, cognitive development, or social development taught in psychology and education. Veteran researchers will also appreciate this book‘s unique synthesis of this critical research.
Author: Bruce K. Britton
Publisher: Psychology Press
ISBN: 1317785878
Category : Language Arts & Disciplines
Languages : en
Pages : 287
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Book Description
Since before the dawn of history, people have been telling stories to each other and to themselves. Thus stories are at the root of human experience. This volume describes empirical investigations by Jerome Bruner, Wallace Chafe, David Olson, and others on the relationship between stories and cognition. Using philosophical, linguistic, anthropological, and psychological perspectives on narrative, the contributors provide a definitive, highly diversified portrait of human cognition.
Author: Dan Sperber
Publisher: Oxford University Press
ISBN: 0195349687
Category : Philosophy
Languages : en
Pages : 460
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Book Description
This volume in the Vancouver Studies in Cognitive Science series concerns metarepresentation: the construction and use of representations that represent other representations. Metarepresentations are ubiquitous among human beings, whenever we think or talk about mental states or linguistic acts, or theorize about the mind or language. This volume collects previously unpublished studies on the subject by an interdisciplinary group of contributors, including Daniel Dennett, Alvin Goldman, Keith Lehrer, Leda Cosmides and John Tooby.
Author: Simon Baron-Cohen
Publisher: Oxford University Press, USA
ISBN: 9780192620569
Category : Aufsatzsammlung - Autismus
Languages : en
Pages : 515
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Book Description
An examination of the controversial "theory of mind" hypothesis, which states that children with autism are unable to comprehend other people's mental states. The theory relates to the most fundamental questions of normal development as well as to autism i
Author: Marit Korkman
Publisher:
ISBN: 9780158234403
Category :
Languages : en
Pages :
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Book Description
Author: Wolfgang Schneider
Publisher: Psychology Press
ISBN: 1135614415
Category : Family & Relationships
Languages : en
Pages : 327
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Book Description
The book focuses on theoretically important relationships among determinants of young children's cognitive development: Working memory, executive function, and conceptual understanding of the mental domain.
