The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.
Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood
Abstract
In this study of two hundred and thirty 8- to 13-year-olds, a new “Silent Films” task is introduced, designed to address the dearth of research on theory of mind in older children by providing a film-based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory-of-mind latent factor. With effects of verbal ability and family affluence controlled, theory-of-mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory-of-mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.
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Cites
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Does the autistic child have a “theory of mind” ?
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Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief
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Searle, J. R. (1983) · Cited by 2,418
Cited by
Oakley, B. F. M., Brewer, R., Bird, G., & Catmur, C. (2016) · Journal of Abnormal Psychology · doi:10.1037/abn0000182 · Cited by 431
Navigating the Social Environment in Adolescence: The Role of Social Brain Development
Andrews, J. L., Ahmed, S. P., & Blakemore, S.-J. (2021) · Biological Psychiatry · doi:10.1016/j.biopsych.2020.09.012 · Cited by 337
Empirical failures of the claim that autistic people lack a theory of mind.
Gernsbacher, M. A., & Yergeau, M. (2019) · Archives of Scientific Psychology · doi:10.1037/arc0000067 · Cited by 295
Matthews, D., Biney, H., & Abbot-Smith, K. (2018) · Language Learning and Development · doi:10.1080/15475441.2018.1455584 · Cited by 284
Theory of Mind: a Hidden Factor in Reading Comprehension?
Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9443-9 · Cited by 156
Metadata
- Authors
- Devine, R. T., & Hughes, C.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2013-05-01
- Volume
- 84
- Issue
- 3
- Pages
- 989-1003
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2110094908
- Cited by
- 332
- References
- 64
- FWCI
- 18.28
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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