Theory of mind : beyond the preschool years
Author(s)
Bibliographic Information
Theory of mind : beyond the preschool years
Psychology Press, 2012
- : pbk
- : hardcover
Available at 10 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 203-234) and index
Description and Table of Contents
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.
Table of Contents
1. Theory of Mind. 2. First-Order Developments. 3. Second-Order False Belief. 4. Other Higher-Order Developments: Part 1. 5. Other Higher-Order Developments: Part 2. 6. Consequences of Second-Order Understanding. 7. Historical Connections: What Did We Know Before Theory of Mind? 8. Conclusions.
by "Nielsen BookData"