The DOI matches its Crossref record; 81 of the 81 references it cites were found in a registry or an index.
Development of children’s knowledge about the mental world
Abstract
This article is a survey of research on the childhood acquisition of knowledge about the mind, especially work done during the past two decades under the heading of theory-of-mind development. It begins with a history of research in this area. This is followed by a brief summary of principal theories and findings. The article concludes with some guesses about future research in this exciting area of cognitive development.
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Cites
Does the chimpanzee have a theory of mind?
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Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief
Wellman, H. M., Cross, D., & Watson, J. (2001) · Child Development · doi:10.1111/1467-8624.00304 · Cited by 4,476
Mindblindness: An Essay on Autism and Theory of Mind
(1995) · Choice Reviews Online · doi:10.5860/choice.33-2412 · Cited by 3,670
Mindblindness: An Essay on Autism and Theory of Mind
Baron-Cohen, S. (1995) · doi:10.7551/mitpress/4635.001.0001 · Cited by 3,428
Pretense and representation: The origins of "theory of mind."
Leslie, A. M. (1987) · Psychological Review · doi:10.1037/0033-295x.94.4.412 · Cited by 3,379
Social cognition, joint attention, and communicative competence from 9 to 15 months of age.
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998) · Monographs of the Society for Research in Child Development · doi:10.2307/1166214 · Cited by 2,727
Understanding the Representational Mind
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Implicit Theories and Their Role in Judgments and Reactions: A Word From Two Perspectives
Dweck, C. S., Chiu, C.-Y., & Hong, Y.-Y. (1995) · Psychological Inquiry · doi:10.1207/s15327965pli0604_1 · Cited by 2,405
Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children.
Meltzoff, A. N. (1995) · Developmental Psychology · doi:10.1037//0012-1649.31.5.838 · Cited by 2,110
Cited by
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509
Does discovery-based instruction enhance learning?
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338
“This would seem to require learners to have considerable metacognitive skills, and it is unlikely that all learners, in particular children, would have such skills (Dewey, 1910; Flavell, 2000; Kuhn & Dean, 2004).”
BackgroundExecutive function and metacognition: Towards a unifying framework of cognitive self-regulation
Roebers, C. M. (2017) · Developmental Review · doi:10.1016/j.dr.2017.04.001 · Cited by 592
Processes of Personality Development in Adulthood: The TESSERA Framework
Wrzus, C., & Roberts, B. W. (2017) · Personality and Social Psychology Review · doi:10.1177/1088868316652279 · Cited by 559
The Development and Consequences of Stereotype Consciousness in Middle Childhood
McKown, C., & Weinstein, R. S. (2003) · Child Development · doi:10.1111/1467-8624.7402012 · Cited by 521
Metadata
- Authors
- Flavell, J. H.
- Venue
- International Journal of Behavioral Development
- Publisher
- SAGE Publications
- Published
- 2000-03
- Volume
- 24
- Issue
- 1
- Pages
- 15-23
- ISSN
- 0165-0254 (ISSN-L)
- 1464-0651
- OpenAlex
- W2137532507
- Cited by
- 346
- References
- 81
- FWCI
- 15.90
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
