Details

Title

Links between Theory of Mind and Executive Function: Towards a More Comprehensive Model

Journal title

Polish Psychological Bulletin

Yearbook

2009

Numer

No 4

Authors

Divisions of PAS

Nauki Humanistyczne i Społeczne

Publisher

Committee for Psychological Science PAS

Date

2009

Identifier

DOI: 10.2478/s10059-009-0010-6

Source

Polish Psychological Bulletin; 2009; No 4

References

Baron-Cohen S. (1999), Social intelligence in the normal and autistic brain: an fMRI study, European Journal of Neuroscience, 11, 1891. ; Baron-Cohen S. (2001), The "Reading the mind in the eyes" test revised version: A study with normal adults, and adults with Asperger Syndrome or High-Functioning autism, Journal of Child Psychology and Psychiatry, 42, 241. ; Carlson S. (2004), Executive function and theory of mind: Stability and prediction from age 2 to 3, Developmental Psychology, 40, 1105. ; Carlson S. (2001), Individual differences in inhibitory control and children's theory of mind, Child Development, 72, 4, 1032. ; Carlson S. (2002), How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory, Infant and Child Development, 11, 73. ; Carlson S. (2004), Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability, Journal of Experimental Child Psychology, 87, 299. ; Case R. (1985), Intellectual development: Birth to adulthood. ; Cole K. (2000), Siblings in the development of executive control and theory of mind, British Journal of Developmental Psychology, 18, 2, 279. ; Cutting A. (1999), Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations, Child Development, 70, 4, 853. ; Davis H. (1995), The development of children's theory of mind: The working memory explanation, Australian Journal of Psychology, 47, 1, 25. ; P. de Villiers (2005), Why language matters for theory of mind, 267. ; Flynn E. (2004), A longitudinal, microgenetic study of the emergence of false belief understanding and inhibition skills, Developmental Science, 7, 1, 103. ; Fodor J. (1992), A theory of the child's theory of mind, Cognition, 44, 283. ; Frye D. (2000), Children's reasoning and the mind, 149. ; Frye D. (1995), Theory of mind and rule-based reasoning, Cognitive Development, 10, 483. ; Hongwanishkul D. (2005), Assessment of hot and cool executive function in young children: age-related changes and individual differences, Developmental Neuropsychology, 28, 2, 617. ; Hughes C. (1998a), Executive function in preschoolers: Links with theory of mind and verbal ability, British Journal of Developmental Psychology, 16, 233, doi.org/10.1111/j.2044-835X.1998.tb00921.x ; Hughes C. (1998b), Finding your marbles: Does preschoolers' strategic behaviour predict later understanding of mind?, Developmental Psychology, 34, 1326. ; Hughes C. (2007), Executive function and theory of mind: Predictive relations from ages 2 to 4, Developmental Psychology, 43, 1447. ; Hughes C. (2004), What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development, Social Development, 13, 4, 590. ; Jenkins J. (1996), Cognitive factors and family structure associated with theory of mind development in young children, Developmental Psychology, 32, 70. ; Kaland N. (2002), A new ‘advanced’ test of theory of mind: Evidence from children and adolescents with Asperger syndrome, Journal of Child Psychology and Psychiatry, 43, 517. ; Klin A. (2000), Understanding other minds: Perspectives from developmental cognitive neuroscience, 145. ; Kloo D. (2003), Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions, Child Development, 74, 1823. ; Leslie A. (1992), Domain specificity in conceptual development: Neuropsychological evidence from autism, Cognition, 43, 225. ; Leslie A. (2005), Belief-desire reasoning as a process of selection, Cognitive Psychology, 50, 45. ; Moses L. (2001), Executive accounts of theory-of-mind development, Child Development, 72, 688. ; Moses L. (2005), Young children's cognitive development. Interrelationships among executive functioning, working memory, verbal ability, and theory of mind, 131. ; Ozonoff S. (1991), Executive function deficits in high functioning autistic children: Relationship to theory of mind, Journal of Child Psychology and Psychiatry, 32, 1081. ; Pellicano E. (2007), Links between theory of mind and executive function in young children with autism: Clues to developmental primacy, Developmental Psychology, 43, 974. ; Perner J. (1998), Language and thought: Interdisciplinary themes, 270, doi.org/10.1017/CBO9780511597909.017 ; Perner J. (2000), Children's reasoning and the mind, 367. ; Perner J. (2002), Executive control and higherorder theory of mind in children at risk of ADHD, Infant and Child Development, 11, 141. ; Perner J. (1999), Development of theory of mind and executive control, Trends in Cognitive Sciences, 3, 337. ; Perner J. (2000), Understanding other minds: Perspectives from developmental cognitive neuroscience, 150. ; Perner J. (2002), Theory of mind and self-control: More than a common problem of inhibition, Child Development, 73, 3, 752. ; Perner J. (1994), Theory of mind is contagious: You can catch it from your sibs, Child Development, 65, 1228. ; Putko A. (2004), Teoria umysłu a zakres efektu starszego rodzeństwa oraz jego związki z zabawą w udawanie i kontrolą hamowania. [Theory of mind and the breadth of older siblings effect and its relations to pretend play and inhibitory control], Studia Psychologiczne, 42, 2, 69. ; Radecka, M. (2007). Percepcyjny i kognitywny komponent teorii umysłu u dzieci zagrożonych ADHD. [Cognitive and perceptual component of theory of mind in children at risk of ADHD]. Unpublished master's thesis. Warszawa: SWPS. ; Russell J. (1997), Autism as an executive disorder, 256. ; Russell J. (2002), Cognitive deficits and brain disorders, 295. ; Russell J. (1991), The ‘windows task’ as a measure of strategic deception in preschoolers and autistics subjects, British Journal of Developmental Psychology, 9, 331, doi.org/10.1111/j.2044-835X.1991.tb00881.x ; Sodian B. (2005), Young children's cognitive development. Interrelationships among executive functioning, working memory, verbal ability, and theory of mind, 175. ; Speltz M. (1999), Neuropsychological characteristics and test behaviors of boys with early onset conduct problems, Journal of Abnormal Psychology, 108, 315. ; Schneider W. (2005), Young children's cognitive development. Interrelationships among executive functioning, working memory, verbal ability, and theory of mind, 259. ; Tager-Flusberg H. (2005), Young children's cognitive development. Interrelationships among executive functioning, working memory, verbal ability, and theory of mind, 239. ; Tager-Flusberg H. (2000), A componential view of theory of mind: Evidence from Williams syndrome, Cognition, 76, 59. ; Wellman H. (2001), Meta-analysis of theory-of-mind development: The truth about false belief, Child Development, 72, 3, 655. ; Zelazo P. (2002), Handbook of childhood cognitive development, 445.

Aims and scope

Polish Psychological Bulletin (founded in 1970) is an official journal of Polish Academy of Sciences, Committee for Psychological Science.The journal publish a variety of papers, including empirical reports of experiments, surveys and field studies, theoretical articles, controversies and analytic papers on important psychological topics. Relevance for an international readership is our prominent goal, Polish Psychological Bulletin does not publish clinical case studies, or technical articles. Submissions from all domains of psychology are encouraged, especially those that address new developments and pursue innovative approaches.

Periodically, the journal will announce a call for papers for special issues. The journal will also entertain unsolicited proposals for special issues that fit the stated scope of the Polish Psychiological Bulletin (please contact the journal’s Editor-in-Chief with a detailed description of your proposal).

All published research articles in this journal have undergone rigorous review, based on initial editor screening and anonymous evaluation of content and merit by independent expert reviewers.

For information on specific requirements, please see the Author Guidelines.

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Polish Psychological Bulletin is committed to peer-review integrity and upholding the highest standards of review.
Once your paper has been assessed for suitability by the editor, it will then be double blind peer reviewed by independent, anonymous authorities in the field.
Our guidance on publishing ethics is in accrdance with the COPE standards (see: https://publicationethics.org).
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