Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T20:51:13.567Z Has data issue: false hasContentIssue false
  • English
  • Français

Constructing understanding, with feeling

Published online by Cambridge University Press:  01 February 2004

Jeremy I. M. Carpendale  and
Charlie Lewis
Jeremy I. M. Carpendale*
Affiliation:
Department of Psychology, Simon Fraser University, Burnaby, BCV5A 1S6, Canada
Charlie Lewis*
Affiliation:
Department of Psychology, Lancaster University, Lancaster, LA1 4YF, United Kingdomhttp://www.psych.lancs.ac.uk/people/CharlieLewis.html
*
jcarpend@sfu.ca
c.lewis@lancaster.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract:

We explore three types of criticisms of our theory on the development of children's social understanding. We reject suggestions that we offer nothing new to traditional theories of development or recent “social” accounts of “theory of mind.” Second, we take the point that there are grounds for improving our account of dyadic interaction in infancy but reject claims that we have not sufficiently accounted for how we incorporate the notions of criteria and structure into the theory. Third, we accept that the epistemic triangle, as defined, would benefit from an affective dimension and such a formulation could be used to describe the dynamic of developmental change from infancy to beyond early childhood. We still feel that the combination of Wittgenstein, Vygotsky, and Piaget remains as an antidote to the flaws in current “theories of mind” approaches to social understanding.

Type
Authors' Response
Information
Behavioral and Brain Sciences , Volume 27 , Issue 1 , February 2004 , pp. 130 - 151
Copyright
Copyright © Cambridge University Press 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abe, J. A. & Izard, C. E. (1999) A longitudinal study of emotion expression and personality relations in early development. Journal of Personality and Social Psychology 77:566–77. [CEI]Google Scholar
Adolphs, R. (2003) Cognitive neuroscience of human social behaviour. Nature Reviews 4:165–78. [PF]Google Scholar
Ainsworth, M. D., Blehar, M. P., Waters, E. & Wall, S., eds. (1978) Patterns of attachment: A psychological study of the strange situation. Erlbaum. [CEI, HS]Google Scholar
Amin, T. G. & Valsiner, J. (2004) Coordinating operative and figurative knowledge: Piaget, Vygotsky, and beyond. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [rJIMC]Google Scholar
Appleton, M. & Reddy, V. (1996) Teaching three year-olds to pass false belief tests: A conversational approach. Social Development 5:275–91. [DKS]Google Scholar
Arnsten, A. F. T. (1998) The biology of being frazzled. Science 280:1711–12. [PF]Google Scholar
Arnsten, A. F. T., Mathew, R., Ubriani, R., Taylor, J. R. & Li, B.-M. (1999) Alpha-1 noradrenergic receptor stimulation impairs prefrontal cortical cognitive function. Biological Psychiatry 45:26–31. [PF]Google Scholar
Astington, J. W. (1996) What is theoretical about the child's theory of mind? A Vygotskian view of its development. In: Theories of theories of mind, ed. Carruthers, P. & Smith, P. K., pp. 184–99. Cambridge University Press. [JWA, aJIMC]Google Scholar
Astington, J. W. (2000) Language and metalanguage in children's understanding of mind. In: Minds in the making: Essays in honor of David R. Olson, ed. Astington, J. W. Blackwell. [aJIMC]Google Scholar
Astington, J. W. (2001) The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development 72:685–87. [aJIMC]Google Scholar
Astington, J. W. & Baird, J. A., eds. (in press) Why language matters for theory of mind. Oxford University Press. [aJIMC]Google Scholar
Astington, J. W. & Gopnik, A. (1991) Theoretical explanations of children's understanding of mind. British Journal of Developmental Psychology 9:7–29. [aJIMC]Google Scholar
Astington, J. W., Harris, P. L. & Olson, D. R., eds. (1988) Developing theories of mind. Cambridge University Press. [aJIMC]Google Scholar
Astington, J. W. & Jenkins, J. M. (1995) Theory of mind development and social understanding. Cognition and Emotion 9:151–65. [aJIMC, JMJ]Google Scholar
Astington, J. W. & Jenkins, J. M. (1999) A longitudinal study of the relations between language and theoryof- mind development. Developmental Psychology 35:1311–20. [aJIMC, JMJ]Google Scholar
Astington, J. W. & Olson, D. R. (1995) The cognitive revolution in children's understanding of mind. Human Development 38:179–89. [JWA, aJIMC, OC, OML]Google Scholar
Bakeman, R. & Adamson, L. (1986) Infants’ conventionalized acts: Gestures and words with mothers and peers. Infant Behavior and Development 9:215–30. [CW-B]Google Scholar
Baker, G. P. & Hacker, P. M. S. (1984) Language, sense and nonsense. Blackwell. [aJIMC]Google Scholar
Bakti, A., Baron-Cohen, S., Wheelwright, S., Connellan, J. & Ahluwalia, J. (2000) Is there an innate gaze module? Evidence from human neonates. Infant Behavior and Development 23:223–29. [TR]Google Scholar
Balaraman, G., Brownell, C. A. & Campbell, S. B. (2003) Self-regulation and peer social competence in the preschool years (under review). [SZ]Google Scholar
Baldwin, D. A. (1995) Understanding the link between joint attention and language. In: Joint attention: Its origins and role in development, ed. Moore, C. & Dunham, P. J. Erlbaum. [aJIMC]Google Scholar
Baldwin, D. A., Baird, J. A., Saylor, M. M. & Clark, M. A. (2001) Infants parse dynamic action. Child Development 72:708–17. [CW-B]Google Scholar
Baldwin, D. A. & Moses, L. J. (1996) The ontogeny of social information gathering. Child Development 67:1915–33. [aJIMC,VM]Google Scholar
Baldwin, J. M. (1906) Thoughts and things. Vol. 1, Functional logic. MacMillan. [aJIMC]Google Scholar
Banerjee, R. (2002a) Children's understanding of self-presentational behaviour: Links with mental-state reasoning and the attribution of embarrassment. Merrill-Palmer Quarterly 48:378–404. [RB]Google Scholar
Banerjee, R. (2002b) Audience effects on self-presentation in childhood. Social Development 11:487–507. [RB]Google Scholar
Banerjee, R. & Yuill, N. (1999) Children's explanations for self-presentational behaviour. European Journal of Social Psychology 29:105–11. [RB]Google Scholar
Baron-Cohen, S. (1995) Mindblindness: An essay on autism and theory of mind. MIT Press. [aJIMC]Google Scholar
Baron-Cohen, S., O’Riordan, M., Stone, V., Jones, R. & Plaisted, K. (1999) Recognition of faux pas by normally developing children and children with Asperger Syndrome or high-functioning autism. Journal of Autism and Developmental Disorders 29:407–18. [RB]Google Scholar
Barreau, S. & Morton, J. (1999) Pulling smarties out of a bag: A Headed Records analysis of children's recall of their own past beliefs. Cognition 73:65–87. [TPG]Google Scholar
Barresi, J. & Moore, C. (1993) Sharing a perspective precedes the understanding of that perspective. Behavioral and Brain Sciences 16:513–14. [JB]Google Scholar
Barresi, J. & Moore, C. (1996) Intentional relations and social understanding. Behavioral and Brain Sciences 19(1):107–54. [JB, aJIMC, CW-B]Google Scholar
Bartsch, K. (2002) The role of experience in children's developing folk epistemology: Review and analysis from the theory-theory perspective. New Ideas in Psychology 20:145–61. [KB]Google Scholar
Bartsch, K., Campbell, M. D., Jefferies, J. & Wright, J. (2003) Children's use of belief information in interactive persuasion tasks. Poster session presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, FL, April 2003. [KB]Google Scholar
Bartsch, K. & Estes, D. (1993) Are false beliefs representative mental states? Behavioral and Brain Sciences 16:30–31. [KB]Google Scholar
Bartsch, K. & London, K. (2000) Children's use of belief information in selecting persuasive arguments. Developmental Psychology 36:352–65. [KB]Google Scholar
Bartsch, K. & Wellman, H. M. (1995) Children talk about the mind. Oxford University Press. [KB, aJIMC, DEM]Google Scholar
Bates, E., Benigni, L., Bretherton, I., Camaioni, L. & Volterra, V. (1979) The emergence of symbols: Cognition and communication in infancy. Academic Press. [CW-B]Google Scholar
Bates, E., Camaioni, L. & Volterra, V. (1976) Sensorimotor performatives. In: Language and context, ed. Bates, E. Academic Press. [aJIMC]Google Scholar
Baumrind, D. (1991) Parenting styles and adolescent development. In: Encyclopedia of adolescence, vol. 2, ed. Lerner, R. M., Petersen, A. C. & Brooks-Gunn, J. Garland. [aJIMC]Google Scholar
Beebe, B. & Lachmann, F. (2002) Infant research and adult treatment: Coconstructing interactions. Analytic Press. [HS]Google Scholar
Bell, R. Q. (1968) A reinterpretation of the direction of effects in studies of socialization. Psychological Review 75:81–95. [aJIMC]Google Scholar
Bereiter, C. (2001) Education and mind in the knowledge age. Erlbaum. [LS]Google Scholar
Berger, P. L. & Luckmann, T. (1966) The social construction of reality: A treatise in the sociology of knowledge. Anchor Books. [rJIMC]Google Scholar
Bickhard, M. H. (1998) Levels of representationality. Journal of Experimental and Theoretical Artificial Intelligence 10(2):179–215. [MHB]Google Scholar
Bickhard, M. H. (2001) Why children don't have to solve the frame problems: Cognitive representations are not encodings. Developmental Review 21:224–62. [MHB]Google Scholar
Bickhard, M. H. (2003) Some notes on internal and external relations and representation. Consciousness and Emotion 4:101–10. [MHB]Google Scholar
Bickhard, M. H. (2004) The social ontology of persons. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [rJIMC]Google Scholar
Bickhard, M. H. & Campbell, R. L. (1989) Interactivism and genetic epistemology. Archives de Psychologie 57(221):99–121. [MHB]Google Scholar
Blair, R. J. & Cipolotti, L. (2000) Impaired social response reversal. A case of “acquired sociopathy.” Brain 123(Pt 6):1122–41. [PF]Google Scholar
Bloom, P. (2001) Controversies in the study of word learning. Behavioral and Brain Sciences 24:1124–34. [MS]Google Scholar
Bloom, P. & German, T. (2000) Two reasons to abandon the false belief task as a test of theory of mind. Cognition 77:B25–B31. [TPG, MS]Google Scholar
Bogdan, R. J. (1997) Interpreting minds. MIT Press. [PF]Google Scholar
Boom, J. (2004) Individualism and collectivism: A dynamic systems interpretation of Piaget's interactionism. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [aJIMC]Google Scholar
Bowlby, J. (1969/2000) Attachment and loss, vol. 1, Attachment. Basic Books. [HS]Google Scholar
Bowlby, J. (1971) Attachment and loss, vol. 1, Attachment. Hogarth Press (reprinted by Penguin, 1978). [JMJ]Google Scholar
Bowlby, J. (1980) Attachment and loss, vol. 3: Loss: Sadness and depression. Hogarth Press and Institute of Psycho-Analysis. [PF]Google Scholar
Boyes, M., Giordano, R. & Pool, M. (1997) Internalization of social discourse: A Vygotskian account of the development of young children's theories of mind. In: Sociogenetic perspectives on internalization, ed. Cox, B. D. & Lightfoot, C., pp. 189–202. Erlbaum. [JWA]Google Scholar
Bretherton, I. (1991) Intentional communication and the development of an understanding of mind. In: Children's theories of mind: Mental states and social understanding, ed. Frye, D. & Moore, C. Erlbaum. [aJIMC]Google Scholar
Bretherton, I. (1998) Attachment and psychoanalysis: A reunion in progress. Social Development 7:132–36. [HS]Google Scholar
Bretherton, I., Bates, E., Benigni, L., Camaioni, L. & Volterra, V. (1979) Relations between cognition, communication, and quality of attachment. In: The emergence of symbols: Cognition and communication in infancy, ed. Bates, E. Academic Press. [aJIMC]Google Scholar
Bretherton, I., McNew, S. & Beeghly-Smith, M. (1981) Early person knowledge as expressed in gestural and verbal communication: When do infants acquire a “theory of mind”? In: Infant social cognition: Empirical and theoretical considerations, ed. Lamb, M. E. & Sherrod, L. R. Erlbaum. [aJIMC]Google Scholar
Bretherton, I. & Munholland, K. (1999) Internal working models in attachment relationships: A construct revisited. In: Handbook of attachment: Theory, research, and clinical applications, ed. Cassidy, J. & Shaver, P., pp. 89–111. Guilford Press. [RAT]Google Scholar
Bronfenbrenner, U. (1979) The ecology of human development. Harvard University Press. [HS]Google Scholar
Bronfenbrenner, U. (1989) Ecological systems theory. In: Annals of child development, vol. 6, ed. Vasta, R., pp. 187–251. JAI Press. [SH]Google Scholar
Brown, J. R., Donelan-McCall, N. & Dunn, J. (1996) Why talk about mental states? The significance of children's conversations with friends, siblings, and mothers. Child Development 67:836–84. [aJIMC, EM, SZ]Google Scholar
Brown, J. R. & Dunn, J. (1992) Talk with your mother or your sibling? Developmental changes in early family conversations about feelings. Child Development 63:336–49. [TR]Google Scholar
Brown, P. & Levinson, S. (1987) Politeness: Some universals in language usage. Cambridge University Press. [rJIMC]Google Scholar
Brown, T. (2003) Reductionism and the circle of sciences. In: Reductionism and the development of knowledge, ed. Brown, T. & Smith, L., pp. 3–26. Erlbaum. [rJIMC]Google Scholar
Brownell, C. A., Balaraman, G., Zerwas, S., Mariaskin, A. & Kimmel, A. (2003) Peer social skill and social understanding in toddlers: Joint play, joint attention, and cooperative problem-solving. Poster session presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL, April 2003. [SZ]Google Scholar
Brownell, C. A. & Brown, E. (1992) Peers and play in infants and toddlers. In: Handbook of social development, ed. Van Hasselt, V. & Hersen, M., pp. 183–200. Plenum Press. [SZ]Google Scholar
Brownell, C. A. & Carriger, M. S. (1990) Changes in cooperation and self-other differentiation during the second year. Child Development 61:1164–74. [SZ]Google Scholar
Bruner, J. (1986) Actual minds, possible worlds. Harvard University Press. [DKS]Google Scholar
Bruner, J. (1990) Acts of meaning. Harvard University Press. [aJIMC]Google Scholar
Budwig, N. (1998) How far does a construction grammar approach to argument structure take us in understanding children's language development? Journal of Child Language 25:443–47. [NB, rJIMC]Google Scholar
Budwig, N. (2002) A developmental-functionalist approach to mental state talk. In: Language, literacy, and cognitive development: The development and consequences of symbolic communication, ed. Amsel, E. & Byrnes, J. P., pp. 59–86. Erlbaum. [NB, aJIMC]Google Scholar
Budwig, N. (2003) The role of language in human development. In: Handbook of developmental psychology, ed. Valsiner, J. & Connolly, K., pp. 217–37. Sage. [NB]Google Scholar
Budwig, N.,Stein, S. & O’Brien, C. (2001) Nonagent subjects in early child language: A crosslinguistic comparison. In: Children's language: Interactional contributions to language development, ed. Nelson, K., Aksu-Koc, A. & Johnson, C., pp. 49–67. Erlbaum. [NB]Google Scholar
Budwig, N., Wertsch, J. V. & Uzgiris, I. C. (2000) Communication, meaning, and development: Interdisciplinary perspectives. In: Communication: An arena of development, ed. Budwig, N., Uzgiris, I. C. & Wertsch, J. V., pp. 1–14. Ablex. [rJIMC]Google Scholar
Bunge, M. (2000) Ten modes of individualism – none of which works – and their alternatives. Philosophy of the Social Sciences 30:384–406. [aJIMC]Google Scholar
Call, J. & Tomasello, M. (1999) A nonverbal false belief task: The performance of children and great apes. Child Development 70:381–95. [aJIMC]Google Scholar
Campbell, R. L. & Bickhard, M. H. (1993) Knowing levels and the child's understanding of mind. Behavioral and Brain Sciences 16:33–34. [aJIMC]Google Scholar
Canfield, J. V. (1993) The living language: Wittgenstein and the empirical study of communication. Language Sciences 15:165–93. [aJIMC]Google Scholar
Canfield, J. V. (1999) Folk psychology versus philosophical anthropology. Idealistic Studies 3:153–71. [aJIMC]Google Scholar
Cantor, N. & Kihlstrom, J. (1989) Social intelligence and cognitive assessment of personality. In: Advance in social cognition, vol. 2, ed. Wyer, R. & Srull, T. Erlbaum. [OC]Google Scholar
Carlson, S. M. & Moses, L. J. (2001) Individual differences in inhibitory control and children's theory of mind. Child Development 72:1032–53. [PF, SH, CAM]Google Scholar
Carlson, S. M., Moses, L. J. & Breton, C. (2002) How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development 11:73–92. [SH]Google Scholar
Carlson, S. M., Moses, L. J. & Hix, H. R. (1998) The role of inhibitory control in young children's difficulties with deception and false belief. Child Development 69:672–91. [TPG, SH]Google Scholar
Carpendale, J. I. M. (1999a) Constructivism, communication, and cooperation: Implications of Michael Chapman's “Epistemic Triangle.” In: The development of representational thought: Theoretical perspectives, ed. Sigel, I.. Erlbaum. [aJIMC]Google Scholar
Carpendale, J. I. M. (1999b) Symbols and side effects: Commentary on “Cognitive development as an executive process.” Developmental Science 2:279–80. [aJIMC]Google Scholar
Carpendale, J. I. M. (2000) Kohlberg and Piaget on stages and moral reasoning. Developmental Review 20:181–205. [aJIMC]Google Scholar
Carpendale, J. I. M. & Chandler, M. J. (1996) On the distinction between false belief understanding and subscribing to an interpretive theory of mind. Child Development 67:1686–706. [RB, aJIMC]Google Scholar
Carpendale, J. I. M., McBride, M. & Chapman, M. (1996) Language and operations in children's class reasoning: The operational semantic theory of reasoning. Developmental Review 16:391–415. [arJIMC]Google Scholar
Carpendale, J. I. M. & Müller, U. (2004) Social interaction and the development of rationality and morality. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [aJIMC]Google Scholar
Carpenter, M., Call, J. & Tomasello, M. (2002) A new false belief test for 36- month-olds. British Journal of Developmental Psychology 20:393–420. [aJIMC]Google Scholar
Carpenter, M., Nagell, K. & Tomasello, M. (1998) Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development 63 (Issue No. 4, Serial No. 255):1–176. [aJIMC, CW-B]Google Scholar
Carruthers, P. (2003) The cognitive functions of language. Behavioral and Brain Sciences 25:657–726. [MS]Google Scholar
Carruthers, P. & Smith, P. K., eds. (1996) Theories of theories of mind. Cambridge University Press. [aJIMC]Google Scholar
Chandler, M. J. (1988) Doubt and developing theories of mind. In: Developing theories of mind, ed. Astington, J. W., Harris, P. L. & Olson, D. R. Cambridge University Press. [aJIMC]Google Scholar
Chandler, M. J. (1991) Alternative readings of the competence-performance relation. In: Criteria for competence, ed. Chandler, M. J. & Chapman, M., pp. 5–18. Erlbaum. [arJIMC]Google Scholar
Chandler, M. J. (1997) Stumping for progress in a post-modern world. In: Change and development: Issues of theory, method, and application, ed. Amsel, E. & Renninger, K. A. Erlbaum. [aJIMC]Google Scholar
Chandler, M. J. (2001) Perspective taking in the aftermath of theory-theory and the collapse of the social role-taking literature. In: Working with Piaget: In memoriam – Barbel Inhelder, ed. Tryphon, A. & Voneche, J. Psychology Press. [aJIMC]Google Scholar
Chandler, M. J. & Carpendale, J. I. M. (1998) Inching toward a mature theory of mind. In: Self-awareness: Its nature and development, ed. Ferrari, M. & Sternberg, R. J. Guilford Press. [aJIMC]Google Scholar
Chandler, M. J. & Hala, S. (1994) The role of personal involvement in the assessment of early false belief skills. In: Children's early understanding of mind: Origins and development, ed. Lewis, C. & Mitchell, P., pp. 403–25. Erlbaum. [aJIMC, PM]Google Scholar
Chandler, M. J., Hallett, D. & Sokol, B. (2001) Competing claims about competing knowledge claims. In: Personal epistemologies, ed. Hofer, B. K. & Pintrich, P. R. Erlbaum. [aJIMC]Google Scholar
Chandler, M. J. & Lalonde, C. (1996) Shifting to an interpretive theory of mind: 5- to 7-year-olds’ changing conceptions of mental life. In: Reason and responsibility: The passage through childhood, ed. Sameroff, A. & Haith, M. University of Chicago Press. [aJIMC]Google Scholar
Chapman, M. (1986) The structure of exchange: Piaget's sociological theory. Human Development 29:181–94. [aJIMC]Google Scholar
Chapman, M. (1987a) Inner processes and outward criteria: Wittgenstein's importance for psychology. In: Meaning and the growth of understanding: Wittgenstein's significance for developmental psychology, ed. Chapman, M. & Dixon, R. A., pp. 103–27. Springer-Verlag. [arJIMC]Google Scholar
Chapman, M. (1987b) Piaget, attentional capacity, and the functional implications of formal structure. Advances in Child Development and Behavior 20:289–334. [arJIMC]Google Scholar
Chapman, M. (1988a) Constructive evolution: Origins and development of Piaget's thought. Cambridge University Press. [aJIMC, SRL]Google Scholar
Chapman, M. (1988b) Contextuality and directionality of cognitive development. Human Development 31:92–106. [aJIMC]Google Scholar
Chapman, M. (1991) The epistemic triangle: Operative and communicative components of cognitive development. In: Criteria for competence: Controversies in the conceptualization and assessment of children's abilities, ed. Chandler, M. & Chapman, M., pp. 209–28. Erlbaum. [JB, arJIMC, SH, OML]Google Scholar
Chapman, M. (1992) Equilibration and the dialectics of organization. In: Piaget's theory: Prospects and possibilities, ed. Beilin, H. & Pufall, P. B. Erlbaum. [aJIMC]Google Scholar
Chapman, M. (1999) Constructivism and the problem of reality. Journal of Applied Development Psychology 20:31–43. [aJIMC, LS]Google Scholar
Chapman, M. & Lindenberger, U. (1992) Transitivity judgments, memory for premises, and models of children's reasoning. Developmental Review 12:124–63. [aJIMC]Google Scholar
Churchland, P. M. (1996) The engine of reason, the seat of the soul. MIT Press. [APC]Google Scholar
Clark, A. (1999) Where brain, body and world collide. Cognitive Systems Research 1(1):5–17. [APC]Google Scholar
Clements, W. A. & Perner, J. (1994) Implicit understanding of belief. Cognitive Development 9:377–95. [aJIMC, TR]Google Scholar
Clements, W. A., Rustin, C. L. & McCallum, S. (2000) Promoting the transition from implicit to explicit understanding: A training study of false belief. Developmental Science 3:81–92. [aJIMC]Google Scholar
Cole, K. & Mitchell, P. (2000) Siblings in the development of executive control and a theory of mind. British Journal of Developmental Psychology 18:279–95. [aJIMC, TPG]Google Scholar
Cole, M. (1992) Context, modularity, and the cultural constitution of development. In: Children's development within social context, vol. 2, Research and methodology, ed. Winegar, L. T. & Valsiner, J. Erlbaum. [aJIMC]Google Scholar
Corkum, V. & Moore, V. (1995) Development of joint visual attention in infants. In: Joint attention: Its origins and role in development, ed. Moore, C. & Dunham, P. Erlbaum. [aJIMC]Google Scholar
Corkum, V. & Moore, V. (1998) The origins of joint visual attention in infants. Developmental Psychology 34:28–38. [aJIMC]Google Scholar
Craig, A. P. (2003) Culture and the individual. Theory and Psychology 13:629–50. [APC]Google Scholar
Crick, N. R. & Dodge, K. A. (1994) A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin 115:74–101. [CEI]Google Scholar
Csibra, G., Biro, S., Koos, O. & Gergely, G. (2003) One-year-old infants use teleological representations of actions productively. Cognitive Science 27:111–33. [CW-B]Google Scholar
Currie, G. & Ravenscroft, I. (2002) Recreative minds: Imagination in philosophy and psychology. Oxford University Press. [PM]Google Scholar
Cutting, A. L. & Dunn, J. (1999) Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development 70:853–65. [aJIMC, JMJ]Google Scholar
Damasio, A. R. (2003) Looking for Spinoza: Joy, sorrow, and the feeling brain. Harvest Books. [PF]Google Scholar
Davidson, R. J., Putnam, K. M. & Larson, C. L. (2000) Dysfunction in the neural circuitry of emotion regulation – a possible prelude to violence. Science 289(5479):591–94. [PF]Google Scholar
Deák, G. O., Ray, S. D. & Brenneman, K. (2003) Children's preservative appearance-reality errors are related to emerging language skills. Child Development 74:944–64. [MS]Google Scholar
Deneault, J., Morin, P. L., Ricard, M., Decarie, T. G. & Quintal, G. (2003) Understanding of mind in twins: Does zygosity make a difference? Poster presented at the biennial meeting of the Society for Research in Child Development, Tampa, April 2003. [rJIMC]Google Scholar
Denham, S. A. (1998) Emotional development in young children. Guilford Press. [CEI]Google Scholar
Desrochers, S., Morissette, P. & Ricard, M. (1995) Two perspectives on pointing in infancy. In: Joint attention: Its origins and role in development, ed. Moore, C. & Dunham, P. J. Erlbaum. [aJIMC, CW-B]Google Scholar
de Villiers, J. (2000) Language and theory of mind: What are the developmental relationships? In: Understanding of minds: Perspectives from developmental cognitive neuroscience, ed. Baron-Cohen, S., Tager-Flusberg, H. & Cohen, D. J. Oxford University Press. [aJIMC]Google Scholar
de Villiers, J. G. & de Villiers, P. A. (2000) Linguistic determinism and the understanding of false beliefs. In: Children's reasoning and the mind, ed. Mitchell, P. & Riggs, K. J., pp. 191–228 Psychology Press. [aJIMC, CAM]Google Scholar
de Villiers, J. G. & Pyers, J. E. (2002) Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief understanding. Cognitive Development 17:1037–60. [JMJ]Google Scholar
Dewey, J. (1979) John Dewey: The middle works, 1899–1924 (vol. 7: 1912–1914). Southern Illinois University Press. [BWS]Google Scholar
Döbert, R. (2004) The development and overcoming of “universal pragmatics” in Piaget's thinking. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [aJIMC]Google Scholar
Dodge, K. A. & Coie, J. D. (1987) Social-information-processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology 53:1146–58. [CEI]Google Scholar
Dunbar, R. (1996) Social intelligence and interaction: Expressions and implication of the social bias in human intelligence. Journal of the Royal Anthropological Institute 2(3):551–53. [OC]Google Scholar
Dunham, P., Dunham, F. & O’Keefe, C. (2000) Two-year-olds’ sensitivity to a parent's knowledge state: Mind reading or contextual cues? British Journal of Developmental Psychology 18:519–32. [CW-B]Google Scholar
Dunn, J. (1988) The beginning of social understanding. Harvard University Press. [aJIMC, TR]Google Scholar
Dunn, J. (1996a) The Emmanuel Miller Memorial Lecture 1995. Children's relationships: Bridging the divide between cognitive and social development. Child Psychology and Psychiatry 37:507–18. [aJIMC, RB]Google Scholar
Dunn, J. (1996b) Family conversations and the development of social understanding. In: Children, research and policy: Essays for Barbara Tizard, ed. Bernstein, B. & Brannen, J., pp. 81–95. Taylor & Francis. [JWA]Google Scholar
Dunn, J. (2002) Sibling relationships. In: Blackwell handbook of childhood social development, ed. Smith, P. K. & Hart, C. H., pp. 223–37. Blackwell. [NH]Google Scholar
Dunn, J., Brown, J. & Beardsall, L. (1991a) Family talk about feeling states and children's later understanding of others’ emotions. Developmental Psychology 27:448–55. [aJIMC, HS, ASW-A]Google Scholar
Dunn, J., Brown, J., Slomkowki, C., Tesla, C. & Youngblade, L. (1991b) Young children's understanding of other people's feelings and beliefs: Individual differences and their antecedents. Child Development 62:1352–66. [ASW-A, aJIMC, EM, TR]Google Scholar
Duranti, A. (1997) Linguistic anthropology. Cambridge University Press. [NB]Google Scholar
Duveen, G. (1997) Psychological development as a social process. In: Piaget, Vygotsky and beyond, ed. Smith, L., Dockrell, J. & Tomlinson, P. Routledge. [aJIMC]Google Scholar
Eckerman, C. O., Davis, C. C. & Didow, S. M. (1989) Toddlers’ emerging ways of achieving social coordination with a peer. Child Development 60:440–53. [SZ]Google Scholar
Eddy, T. J., Gallup, G. G. Jr. & Povinelli, D. J. (1993) Attribution of cognitive states to animals: Anthropomorphism in comparative perspective. Journal of Social Issues 49:87–101. [TJE]Google Scholar
Elias, N. (1978) What is sociology? Columbia Press. (Original work published in 1970.) [arJIMC]Google Scholar
El’konin, D. (1969) Some results of the study of the psychological development of preschool-age children. In: A handbook of contemporary Soviet psychology, ed. Cole, M. & Maltzman, I. pp. 163–209. Basic Books. [OC]Google Scholar
Elman, J. L., Bates, E. A., Johnson, M. H., Karmiloff-Smith, A., Parisi, D. & Plunkett, K. (1996) Rethinking innateness: A connectionist perspective on development. MIT Press. [VM]Google Scholar
Feldman, C. F. (1992) The new theory of theory of mind. Human Development 35:107–17. [aJIMC]Google Scholar
Fernyhough, C. (1996) The dialogic mind: A dialogic approach to the higher mental functions. New Ideas in Psychology 14:47–62. [JWA, arJIMC, CF]Google Scholar
Fernyhough, C. (1997) Vygotsky's sociocultural approach: Theoretical issues and implications for current research. In: The development of social cognition, ed. Hala, S., pp. 65–93. Psychology Press. [CF]Google Scholar
Feuerstein, R. (1980) Instrumental enrichment. An intervention program for cognitive modifiability. University Park Press. [APC]Google Scholar
Field, T. (1985) Attachment as psychobiological attunement: Being on the same wavelength. In: The psychobiology of attachment and separation, ed. Reite, M. & Fields, T., pp. 415–54. Academic Press. [PF]Google Scholar
Figueras-Costa, B. & Harris, P. L. (2001) Theory of mind development in deaf children: A nonverbal test of false belief understanding. Journal of Deaf Studies in Education 6:92–102. [aJIMC]Google Scholar
Fine, S. E., Izard, C. E., Mostow, A. J., Trentacosta, C. J. & Ackerman, B. P. (2003) First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families. Development and Psychopathology 15:331–42. [CEI]Google Scholar
Fine, S. E., Trentacosta, C. J., Izard, C. E., Mostow, A. J. & Campbell, J. L. (in press) Anger perception, caregivers’ use of physical discipline, and aggression in children at risk. Social Development [CEI]Google Scholar
Flavell, J. H., Fry, C., Wright, J. & Jarvis, P. (1968) The development of role-taking and communication skills in children. Wiley. [rJIMC]Google Scholar
Flavell, J. H. & Miller, P. H. (1998) Social cognition. In: Handbook of child psychology, 5th edition, ed. Damon, W., Kuhn, D. & Siegler, R. S. Wiley. [aJIMC]Google Scholar
Fonagy, P., Gergely, G., Jurist, E. & Target, M. (2002) Affect regulation, mentalization and the development of the self. Other Press. [PF]Google Scholar
Fonagy, P., Redfern, S. & Charman, T. (1997) The relationship between beliefdesire reasoning and a projective measure of attachment security (SAT). British Journal of Developmental Psychology 15:51–61. [aJIMC]Google Scholar
Fonagy, P., Steele, H., Moran, G., Steele, M. & Higgitt, A. (1991a) The capacity for understanding mental states: The reflective self in parent and child and its significance for security of attachment. Infant Mental Health Journal 13:200–17. [PF]Google Scholar
Fonagy, P., Steele, H. & Steele, M. (1991b) Maternal representations of attachment during pregnancy predict the organisation of infant-mother attachment at one year of age. Child Development 62:891–905. [EM]Google Scholar
Fonagy, P., Steele, H., Steele, M. & Holder J. (1997) Attachment and theory of mind: Overlapping constructs? Association for Child Psychology and Psychiatry Occasional Papers 14:31–40. [PF,HS]Google Scholar
Fonagy, P. & Target, M. (1997) Attachment and reflective function: Their role in self-organization. Development and Psychopathology 9:679–700. [aJIMC]Google Scholar
Fonagy, P. & Target, M. (2002) Early intervention and the development of self-regulation. Psychoanalytic Inquiry 22(3):307–35. [PF]Google Scholar
Freeman, N. & Lacohée, H. (1995) Making explicit 3-year-olds’ implicit competence with their own false beliefs. Cognition 56:31–60. [SH]Google Scholar
Freeman, N. H., Lewis, C. & Doherty, M. (1991) Preschoolers’ grasp of a desire for knowledge in false-belief reasoning: Practical intelligence and verbal report. British Journal of Developmental Psychology 9:139–57. [aJIMC]Google Scholar
Frith, C. D. & Frith, U. (1999) Interacting minds – A biological basis. Science 286:1692–95. [TPG]Google Scholar
Fritzley, V. H., & Lee, K. (2003) Do young children always say yes to yes/no questions? A metadevelopmental study of the affirmation bias. Child Development 74:1297–313. [MS]Google Scholar
Frye, D., Zelazo, P. D. & Palfai, T. (1995a) Inference and action in early causal reasoning. Cognitive Development 10:120–31. [aJIMC]Google Scholar
Frye, D., Zelazo, P. D. & Palfai, T. (1995b) Theory of mind and rule-based reasoning. Cognitive Development 10:483–527. [SH]Google Scholar
Gallagher, H. L. & Frith, C. D. (2003) Functional imaging of “theory of mind.” Trends in Cognitive Sciences 7:77–83. [TPG]Google Scholar
Garfield, J. L., Peterson, C. C. & Perry, T. (2001) Social cognition, language acquisition and the development of the theory of mind. Mind and Language 16:494–541. [JWA, rJIMC, CF]Google Scholar
Garfinkel, H. (1967) Studies in ethnomethodology. Prentice-Hall. [JS]Google Scholar
Garnham, W. A. & Perner, J. (2001) Actions really do speak louder than words – but only implicitly: Young children's understanding of false belief in action. British Journal of Developmental Psychology 19:413–32. [TR]Google Scholar
Garnham, W. A. & Ruffman, T. (2001) Doesn't see, doesn't know: Is anticipatory looking really related to understanding belief? Developmental Science 4:94–100. [aJIMC,TR]Google Scholar
Garton, A. F. (2004) Exploring cognitive development. Blackwell. [OC]Google Scholar
Gauvain, M. (2001) The social context of cognitive development. The Guilford Press. [OC]Google Scholar
Gellatly, A. (1997) Why the young child has neither a theory of mind nor a theory of anything else. Human Development 40:32–50. [aJIMC]Google Scholar
Gergely, G. (2003) The development of teleological versus mentalizing observational learning strategies in infancy. Bulletin of the Menninger Clinic 67:113–31. [PF]Google Scholar
Gergely, G., Bekkering, H. & Kiraly, I. (2002) Rational imitation in preverbal infants. Nature 415:755. [PF, CW-B]Google Scholar
Gergely, G. & Csibra, G. (1997) Teleological reasoning in infancy: The infant's naive theory of rational action. A reply to Premack and Premack. Cognition 63:227–33. [PF]Google Scholar
Gergely, G. & Csibra, G. (2003) Teleological reasoning in infancy: The naive theory of rational action. Trends in Cognitive Sciences 7:287–92. [PF]Google Scholar
Gergely, G., Nadasdy, Z., Csibra, G. & Biro, S. (1995) Taking the intentional stance at 12 months of age. Cognition 56:165–93. [CW]Google Scholar
Gergely, G. & Watson, J. S. (1996) The social biofeedback theory of parental affectmirroring: The development of emotional self-awareness and self-control in infancy: International Journal of Psychoanalysis 77:1181–212. [VM]Google Scholar
Gergen, K. J. (1994) Realities and relationships: Soundings of social construction. Harvard University Press. [aJIMC]Google Scholar
German, T. P. & Leslie, A. M. (2000) Attending to and learning about mental states. In: Children's reasoning and the mind, ed. Mitchell, P. & Riggs, K. J., pp. 229–52. Psychology Press/Taylor & Francis (UK). [aJIMC, TPG]Google Scholar
German, T. P. & Leslie, A. M. (2001) Children's inferences from “knowing” to “pretending” and “believing.” British Journal of Developmental Psychology 19:59–83. [TPG]Google Scholar
Gerrans, P. (2002) The theory of mind module in evolutionary psychology. Biology and Philosophy 17:305–21. [rJIMC]Google Scholar
Gibbs, R. (2001) Intentions as emergent product of social interactions. In: Intention and intentionality: Foundation of social cognition, ed. Malle, F., Moses, L. & Baldwin, D., pp. 105–22. A Bradford Book/MIT Press. [OC]Google Scholar
Gillette, J., Gleitman, H., Gleitman, L. & Lederer, A. (1999) Human simulations of vocabulary learning. Cognition 73(2):135–76. [CAM]Google Scholar
Gleitman, L. (1990) The structural sources of verb meanings. Language Acquisition 1(1):3–55. [CAM]Google Scholar
Glock, H.-J. (1996) Necessity and normativity. In: The Cambridge companion to Wittgenstein, ed. Sluga, H. & Stern, D. G., pp. 198–225. Cambridge University Press. [MHB]Google Scholar
Goldberg, A. (1995) Constructions: A construction grammar approach to argument structure. University of Chicago Press. [NB]Google Scholar
Goldberg, B. (1991) Mechanism and meaning. In: Investigating psychology: Sciences of the mind after Wittgenstein, ed. Hyman, J., pp. 48–66. Routledge. [arJIMC]Google Scholar
Göncü, A. (1993) Development of intersubjectivity in the dyadic play of preschoolers. Early Childhood Research Quarterly 8:99–116. [NH]Google Scholar
Gopnik, A. (1993) How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences 16:1–14. [KB, aJIMC]Google Scholar
Gopnik, A. & Meltzoff, A. (1998) Words, thoughts, and theories. MIT Press. [OML]Google Scholar
Gopnik, A., Slaughter, V. & Meltzoff, A. (1994) Changing your views: How understanding visual perception can lead to a new theory of the mind. In: Children's early understanding of the mind, ed. Lewis, C. & Mitchell, P. Erlbaum. [aJIMC]Google Scholar
Gopnik, A. & Wellman, H. M. (1992) Why the child's theory of mind really is a theory. Mind and Language 7:145–71. [KB, arJIMC, TR]Google Scholar
Gopnik, A. & Wellman, H. M. (1994) The theory theory. In: Mapping the mind: Domain specificity in cognition and culture, ed. Hirschfeld, L. A. & Gelman, S. A., pp. 257–93. Cambridge University Press. [KB, aJIMC]Google Scholar
Gordon, A. C. L. & Olson, D. R. (1998) The relation between acquisition of a theory of mind and the capacity to hold in mind. Journal of Experimental Child Psychology 68:70–83. [aJIMC,CAM]Google Scholar
Gordon, R. M. (1992) The simulation theory: Objections and misconceptions. Mind and Language 7:11–34. [TR]Google Scholar
Gottlieb, G. (1991) Epigenetic systems view of human development. Developmental Psychology 27:33–34. [SH]Google Scholar
Greene, J. & Haidt, J. (2002) How (and where) does moral judgment work? Trends in Cognitive Sciences 6(12):517–23. [PF]Google Scholar
Grice, H. (1975) Logic and conversation. In: Syntax and semantics III: Speech acts, ed. Cole, P. & Moran, J., pp. 41–58. Academic Press. [HS]Google Scholar
Habermas, J. (1983/1990) Moral consciousness and communicative action. MIT Press. (Original work published 1983.) [aJIMC, PF]Google Scholar
Hacker, P. M. S. (1990) Wittgenstein: Meaning and mind. Blackwell. [aJIMC]Google Scholar
Hacker, P. M. S. (1991) Seeing, representing and describing: An examination of David Marr's computational theory of vision. In: Investigating psychology: Sciences of the mind after Wittgenstein, ed. Hyman, J., pp. 119–54. Routledge. [arJIMC]Google Scholar
Hacker, P. M. S. (1996) Wittgenstein's place in twentieth-century analytic philosophy. Blackwell. [aJIMC]Google Scholar
Hacker, P. M. S. (1997) Wittgenstein: On human nature. Phoenix. [aJIMC]Google Scholar
Hacking, I. (1992) World-making by kind-making: Child-abuse for example. In: How classification works: Nelson Goodman among the social sciences, ed. Douglas, M. & Hull, D., pp. 180–238. Edinburgh University Press. [BWS]Google Scholar
Haden, C., Haine, R. & Fivush, R. (1997) Developing narrative structure in parent-child conversations about the past. Developmental Psychology 33:295–307. [ASW-A]Google Scholar
Hala, S. & Carpendale, J. I. M. (1997) All in the mind: Children's understanding of mental life. In: The development of social cognition, ed. Hala, S. Psychology Press. [aJIMC]Google Scholar
Hala, S. & Chandler, M. J. (1996) The role of strategic planning in accessing falsebelief understanding. Child Development 67:2948–66. [aJIMC]Google Scholar
Hala, S., Hug, S. & Henderson, A. M. (2003) Executive function and false-belief understanding in preschool children: Two tasks are harder than one. Cognition and Development 4:275–98. [SH]Google Scholar
Hala, S. & Russell, J. (2001) Executive control within strategic deception: A window on early cognitive development. Journal of Experimental Child Psychology 80:112–41. [SH]Google Scholar
Hanna, E. & Meltzoff, A. N. (1993) Peer imitation by toddlers in laboratory, home and day-care contexts: Implications for social learning and memory. Developmental Psychology 29:701–10. [SZ]Google Scholar
Happé, F. G. E. (1994) An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders 24:129–54. [RB]Google Scholar
Happé, F. G. E. (1995) The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development 66:843–55. [JWA,aJIMC]Google Scholar
Harris, P. L.(1991) The work of imagination. In: Natural theories of mind, ed. Whiten, A., pp. 283–304. Blackwell. [aJIMC, OML]Google Scholar
Harris, P. L. (1994a) Thinking by children and scientists: False analogies and neglected similarities. In: Mapping the mind: Domain specificity in cognition and culture, ed. Hirschfeld, L. A. & Gelman, S. A.. Cambridge University Press. [aJIMC]Google Scholar
Harris, P. L. (1994b) Understanding pretense. In: Origins of an understanding of mind, ed. Lewis, C. & Mitchell, P., pp. 235–59. Erlbaum. [ASW-A]Google Scholar
Harris, P. L. (1996) Desires, beliefs, and language. In: Theories of theories of mind, ed. Carruthers, P. & Smith, P. K. Cambridge University Press. [aJIMC]Google Scholar
Harris, P. L. (1999) Acquiring the art of conversation. In: Developmental psychology: Achievements and prospects, ed. Bennett, M., pp. 89–105. Psychology Press/Taylor & Francis. [JWA]Google Scholar
Harris, P. L. (2000) The work of the imagination. Blackwell. [aJIMC]Google Scholar
Harris, P. L. (in press) Conversation, pretence, and theory of mind. In: Why language matters for theory of mind, ed. Astington, J. W. & Baird, J. Oxford University Press. [rJIMC]Google Scholar
Haviland, J. J. & Lelwica, M. (1987) The induced affect response: 10-week-old infants’ responses to three emotion expressions. Developmental Psychology 23:97–104. [CEI]Google Scholar
Hay, D. & Ross, H. (1982) The social nature of early conflict. Child Development 53:105–13. [SZ]Google Scholar
Heal, J. (1996) Simulation, theory and content. In: Theories of theories of mind, ed. Carruthers, P. & Smith, P. K. Cambridge University Press. [PM]Google Scholar
Hegel, G. (1807) The phenomenology of spirit. Oxford University Press. [PF]Google Scholar
Heil, J. (1981) Does cognitive psychology rest on a mistake? Mind 90:321–42. [rJIMC]Google Scholar
Hejmadi, A., Rozin, P. & Siegal, M. (in press) Once in contact, always in contact: Conceptions of essence and purification in Hindu Indian and American children. Developmental Psychology. [MS]Google Scholar
Herrera, C. & Dunn, J. (1997) Early experiences with family conflict: Implications for arguments with a close friend. Developmental Psychology 33:869–88. [JMJ]Google Scholar
Higgins, E. T. & Parsons, J. E. (1985) Social cognition and the social life of the child: Stages as subcultures. In: Social cognition and social development: A sociocultural perspective, ed. Higgins, E. T., Ruble, D. N. & Hartup, W. W. Cambridge University Press. [RB]Google Scholar
Hinde, R. (1979) Towards understanding relationships. Academic Press. [NH]Google Scholar
Hirsh-Pasek, K. & Golinkoff, R. M. (1996) The origins of grammar: Evidence from early language comprehension. MIT Press. [DEM]Google Scholar
Hobson, R. P. (1991) Against the theory of “theory of mind.” British Journal of Developmental Psychology 9:33–51. [aJIMC]Google Scholar
Hobson, R. P. (1993) Autism and the development of mind. Erlbaum. [aJIMC]Google Scholar
Hobson, R. P. (1994) Perceiving attitudes, conceiving minds. In: Children's early understanding of mind: Origins and development, ed. Lewis, C. & Mitchell, P., pp. 71–93. Erlbaum. [arJIMC]Google Scholar
Hobson, R. P. (2002) The cradle of thought: Explorations of the origins of thinking. Macmillan. [arJIMC, CEI]Google Scholar
Hobson, R. P. (in press) What puts the jointness into joint attention? In: Joint attention: Communication and other minds, ed. Eilan, N., Hoerl, C., McCormak, T. & Roessler, J. Oxford University Press. [rJIMC]Google Scholar
Hoff-Ginsberg, E. (1986) Function and structure in maternal speech: Their relation to the child's development of syntax. Developmental Psychology 22:155–63. [TR]Google Scholar
Hoff-Ginsberg, E. & Shatz, M. (1982) Linguistic input and the child's acquisition of language. Psychological Bulletin 92:3–26. [TR]Google Scholar
Holmes, H. A., Black, C. & Miller, S. A. (1996) A cross-task comparison of falsebelief understanding in a Head Start population. Journal of Experimental Child Psychology 63:263–85. [aJIMC]Google Scholar
Holquist, M. (1990) Dialogism: Bakhtin and his world. Routledge. [CF]Google Scholar
Hooven, C., Gottman, J. M. & Katz, L. F. (1995) Parental meta-emotion structure predicts family and child outcomes. Cognition and Emotion 9:229–64. [aJIMC]Google Scholar
Horgan, J. (1999) The undiscovered mind. Free Press. [OML]Google Scholar
Howe, N., Rinaldi, C., Jennings, M. & Petrakos, H. (2002) “No! the lambs can stay out because they got cosies”: Constructive and destructive sibling conflict, pretend play, and social understanding. Child Development 73:1460–73. [NH]Google Scholar
Howes, C. & Stewart, P. (1987) Child's play with adults, toys, and peers: An examination of family and child care influences. Developmental Psychology 23:423–30. [SZ]Google Scholar
Howes, C., Unger, O. & Seidner, L. B. (1989) Social pretend play in toddlers: Parallels with social play and with solitary pretend. Child Development 60:77–84. [SZ]Google Scholar
Hubbard, J. A. (2001) Emotion expression processes in children's peer interaction: The role of peer rejection, aggression, and gender. Child Development 72:1426–38. [CEI]Google Scholar
Hudson, J. A. (1990) The emergence of autobiographic memory in mother-child conversation. In: Knowing and remembering in young children, ed. Fivush, R. & Hudson, J. A., pp. 166–96. Cambridge University Press. [ASW-A]Google Scholar
Hudson, J. A. (1993) Understanding events: The development of script knowledge. In: The Child as psychologist: An introduction to the development of social cognition, ed. Bennett, M., pp. 142–67. Simon & Schuster. [ASW-A]Google Scholar
Hudson, J. A., Shapiro, L. R. & Sosa, B. B. (1995) Planning in the real world: Preschool children's scripts and plans for familiar events. Child Development 66:984–98. [ASW-A]Google Scholar
Hughes, C. (1998) Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology 16:233–53. [SH]Google Scholar
Hughes, C. & Cutting, A. L. (1999) Nature, nurture, and individual differences in early understanding of mind. Psychological Science 10:429–32. [rJIMC, TPG]Google Scholar
Hughes, C., Deater-Deckard, K. & Cutting, A. L. (1999) “Speak roughly to your little boy?” Sex differences in the relations between parenting and preschoolers’ understanding of mind. Social Development 8:143–60. [aJIMC]Google Scholar
Hughes, C., Happé, F., Jaffee, S., Caspi, A. & Moffitt, T. (2002) Theory of mind and verbal ability in a large sample of 5-year-old twins: Evidence for genetic modularity? Paper presented at the International Conference “Why Language Matters for Theory of Mind,” Toronto, Canada, April 2002. [JWA]Google Scholar
Hughes, C., Jaffee, S., Happé, F., Jackson, J., Taylor, A. & Moffitt, T. E. (in press) Origins of individual differences in theory of mind and verbal ability at age five: Nature, nurture and their interplay. Child Development. [rJIMC]Google Scholar
Hutchins, E. (1987) Learning to navigate in context. Paper presented at the Workshop on Context, Cognition, and Activity, Stenugsund, Sweden, 1987. [JMJ]Google Scholar
Hutchins, E. (1995) Cognition in the wild. MIT Press. [APC]Google Scholar
Izard, C. E. (1978) On the ontogenesis of emotions and emotion-cognition relationships in infancy. In: The development of affect, ed. Lewis, M. & Rosenblum, L. A., pp. 389–413. Plenum Press. [CEI]Google Scholar
Izard, C. E. (2001) Emotional intelligence or adaptive emotions? Emotion 1:249–57. [CEI]Google Scholar
Izard, C. E. (2002) Translating emotion theory and research into preventive interventions. Psychological Bulletin 128:796–824. [CEI]Google Scholar
Izard, C. E., Fantauzzo, C. A., Castle, J. M., Haynes, O. M., Rayias, M. F. & Putnam, P. H. (1995) The ontogeny and significance of infants’ facial expressions in the first 9 months of life. Developmental Psychology 31:997–1013. [CEI]Google Scholar
Izard, C. E., Fine, S. E., Schultz, D., Mostow, A. J., Ackerman, B. P. & Youngstrom, E. A. (2001) Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science 12:18–23. [CEI]Google Scholar
Jenkins, J. M. & Astington, J. W. (1996) Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology 32:70–78. [JWA, aJIMC, JMJ]Google Scholar
Jenkins, J. M. & Astington, J. W. (2000) Theory of mind and social behavior: Causal models tested in a longitudinal study. Merrill Palmer Quarterly 46:203–20. [JMJ]Google Scholar
Jenkins, J. M., Turrell, S., Kogushi, Y., Lollis, S. & Ross, H. A. (2003) Longitudinal investigation of the dynamics of mental state talk in families. Child Development 74:905–20. [JMJ]Google Scholar
Johnson, M. H. & Morton, J. (1991) Biology and cognitive development. Blackwell. [TR]Google Scholar
Johnson, S. C. (2003) Detecting agents. Philosophical Transactions of the Royal Society of London, Series B 358:549–59. [TPG]Google Scholar
Jopling, D. (1993) Cognitive science, other minds, and the philosophy of dialogue. In: The perceived self, ed. Neisser, U. MIT Press. [aJIMC]Google Scholar
Kahana-Kalman, R. & Walker-Andrews, A. S. (2001) The role of person familiarity in young infants’ perception of emotional expressions. Child Development 72:352–69. [ASW-A]Google Scholar
Kamii, C. (1982) Encouraging thinking in mathematics. Phi Delta Kappan 64:247–51. [LS]Google Scholar
Karmiloff-Smith, A. (1998) Development itself is the key to understanding developmental disorders. Trends in Cognitive Science 2:389–98. [VM]Google Scholar
Kaye, K. (1982) The mental and social life of babies. Harvester Wheatsheaf. [arJIMC]Google Scholar
Kelley, W. M., Macrae, C. N., Wyland, C. L., Caglar, S., Inati, S. & Heatherton, T. F. (2002) Finding the self? An event-related fMRI study. Journal of Cognitive Neuroscience 14(5):785–94. [PF]Google Scholar
Kenny, A. (1991) The homunculus fallacy. In: Investigating psychology: Sciences of the mind after Wittgenstein, ed. Hyman, J., pp. 155–65. Routledge. [rJIMC]Google Scholar
Kitchener, R. F. (1986) Piaget's theory of knowledge. Yale University Press. [aJIMC]Google Scholar
Kitchener, R. F. (2004) Piaget's social epistemology. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [rJIMC]Google Scholar
Kochanska, G. (2001) Emotional development in children with different attachment histories: The first three years. Child Development 72:474–90. [PF]Google Scholar
Kochanska, G., Murray, K. & Harlan, E. (2000) Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology 36:220–32. [PF]Google Scholar
Koren-Karie, N., Oppenheim, D., Dolev, S., Sher, S. & Etzion-Carasso, A. (2002) Mother's insightfulness regarding their infants’ internal experience: Relations with maternal sensitivity and infant attachment. Developmental Psychology 38:534–42. [PF]Google Scholar
Koulomzin, M., Beebe, B., Anderson, S., Jaffe, J., Feldstein, S. & Crown, C. (2002) Infant gaze, head, face, and self-touch at 4 months differentiate secure vs. avoidant attachment at one year: A microanalytic approach. Attachment and Human Development 4:3–24. [HS]Google Scholar
Kraemer, G. W. (1999) Psychobiology of early social attachment in Rhesus monkeys: Clinical applications. In: The integrative neurobiology of affiliation, ed. Carter, C. S., Lederhendler, I. I. & Kirkpatrick, B., pp. 373–90. MIT Press. [PF]Google Scholar
Kreppner, J. M., O’Connor, T. G. & Rutter, M. (2001) Can inattention/overactivity be an institutional deprivation syndrome? Journal of Abnormal Child Psychology 29(6):513–28. [PF]Google Scholar
Kripke, S. A. (1982) Wittgenstein on rules and private language. Harvard University Press. [aJIMC]Google Scholar
Kuebli, J., Butler, S. & Fivush, R. (1995) Mother-child talk about past emotions: Relations of maternal language and child gender over time. Cognition and Emotion 9:265–83. [aJIMC]Google Scholar
Kusch, M. (1997) The sociophilosophy of folk psychology. Studies in History and Philosophy of Science 28:1–25. [BWS]Google Scholar
Kusch, M. (1999) Psychological knowledge: A social history and philosophy. Routledge. [BWS]Google Scholar
Lagattuta, K. H. & Wellman, H. M. (2002) Differences in early parent-child conversations about negative versus positive emotions: Implications for the development of psychological understanding. Developmental Psychology 38:564–80. [RAT]Google Scholar
Laible, D. J. & Thompson, R. A. (2002) Mother-child conflict in the toddler years: Lessons in emotion, morality, and relationships. Child Development 73:1187–203. [rJIMC, RAT]Google Scholar
Lakatos, I. (1970) Falsification and the methodology of scientific research programmes. In: Criticism and the growth of knowledge, ed. Lakatos, I. & Musgrave, A., pp. 91–196. Cambridge University Press. [rJIMC]Google Scholar
Lalonde, C. E. & Chandler, M. J. (2002) Children's understanding of interpretation. New Ideas in Psychology 20:163–98. [aJIMC]Google Scholar
Landau, B. & Gleitman, L. (1985) Language and experience: Evidence from the blind child. Harvard University Press. [CAM]Google Scholar
Landry, S. H., Miller-Loncar, C. L. Smith, K. E. & Swank, P. R. (2002) The role of early parenting in children's development of executive processes. Developmental Neuropsychology 21:15–41. [rJIMC]Google Scholar
Lawrence, J. A. & Valsiner, J. (1993) Conceptual roots of internalization: From transmission to transformation. Human Development 36:150–67. [aJIMC]Google Scholar
Lee, K., Cameron, C. A., Xu, F., Fu, G. & Broad, J. (1997) Chinese and Canadian children's evaluations of lying and truth-telling. Child Development 64:924–34. [MS]Google Scholar
Leekam, S. (in press) Why do children with autism have a joint attention impairment? In: Joint attention: Communication and other minds, ed. Eilan, N., Hoerl, C., McCormak, T. & Roessler, J. Oxford University Press. [rJIMC]Google Scholar
Leekam, S. & Ramsden, C. (2003) Dyadic orienting and the problem of interpersonal engagement. Paper presented at the Society for Research in Child Development, Tampa, FL, April 2003. [SRL]Google Scholar
Leslie, A. M. (1987) Pretense and representation: The origins of “theory of mind.” Psychological Review 94:412–26. [TPG]Google Scholar
Leslie, A. M. (1994) Pretending and believing: Issues in the theory of ToMM. Cognition 50:211–38. [TPG]Google Scholar
Leslie, A. M. (2000) “Theory of mind” as a mechanism of selective attention. In: The new cognitive neurosciences, 2nd edition, ed. Gazzaniga, M., pp. 1235–47. MIT Press. [TPG]Google Scholar
Leslie, A. M. & Polizzi, P. (1998) Inhibitory processing in the false belief task: Two conjectures. Developmental Science 1:247–53. [TPG, SH]Google Scholar
Levine, L. J., Stein, N. L. & Liwag, M. D. (1999) Remembering children's emotions: Sources of concordant and discordant accounts between parents and children. Developmental Psychology 35:790–801. [RAT]Google Scholar
Lewis, C. & Carpendale, J. I. M. (2002) Social cognition. In: The handbook of social development, ed. Smith, P. K. & Hart, C. Blackwell. [aJIMC]Google Scholar
Lewis, C., Freeman, N. H., Kyriakidou, C., Maridaki-Kassotaki, K. & Berridge, D. M. (1996) Social influences on false belief access: Specific sibling influences or general apprenticeship? Child Development 67:2930–47. [aJIMC]Google Scholar
Lewis, C. & Mitchell, P., eds. (1994) Children's early understanding of mind: Origins and development. Erlbaum. [aJIMC]Google Scholar
Lillard, A. S. (1993a) Pretend play skills and the child's theory of mind. Child Development 64:348–71. [aJIMC]Google Scholar
Lillard, A. S. (1993b) Young children's conceptualization of prentense: Action or mental representational state? Child Development 64:372–86. [aJIMC]Google Scholar
Lillard, A. S. (1998) Ethnopsychologies: Cultural variations in theories of mind. Psychological Bulletin 123:3–32. [aJIMC, PGV, CW-B]Google Scholar
Lillard, A. S. (2002) Pretend play and cognitive development. In: Blackwell handbook of childhood cognitive development, ed. Goswami, U., pp. 206–26. Blackwell. [NH]Google Scholar
Lloyd, P. & Fernyhough, C., eds. (1999) Lev Vygotsky: Critical assessments (4 volumes). Routledge. [DKS]Google Scholar
Lock, A., ed. (1978) Action, gesture and symbol: The emergence of language. Academic Press. [aJIMC]Google Scholar
Lock, A.(1980) The guided reinvention of language. Academic Press. [aJIMC]Google Scholar
Loewenstein, G. F., Weber, E. U., Hsee, C. K. & Welch, N. (2001) Risk as feelings. Psychological Bulletin 127:267–86. [CEI]Google Scholar
Lohmann, H. & Tomasello, M. (2003) The role of language in the development of false belief understanding: A training study. Child Development 74:1130–44. [JWA, rJIMC]Google Scholar
Lourenço, O. (2001) The danger of words: A Wittgensteinian lesson for developmentalists. New Ideas in Psychology 19:89–115. [OML]Google Scholar
Lourenço, O. & Machado, A. (1996) In defense of Piaget's theory: A reply to 10 common criticisms. Psychological Review 103:143–64. [arJIMC]Google Scholar
Lundy, B. L. (2003) Father- and mother-infant face-to-face interactions: Differences in mind-related comments and infant attachment? Infant Behavior and Development 26:200–12. [EM]Google Scholar
Luria, A. (1969) Speech development and the formation of mental processes. In: A handbook of contemporary Soviet psychology, ed. Cole, M. & Maltzman, I., pp. 121–69. Basic Books. [OC]Google Scholar
Main, M. (2000) The organized categories of infant, child and adult attachment: Flexible vs. inflexible attention under attachment-related stress. Journal of the American Psychoanalytic Association 48:1055–96. [PF]Google Scholar
Main, M., Kaplan, N. & Cassidy, J. (1985) Security in infancy, childhood, and adulthood: A move to the level of representation. In: Growing points of attachment theory and research, ed. Bretherton, I. & Waters, E.. Monographs of the Society for Research in Child Development 50:66–104. [HS]Google Scholar
Malatesta, C. Z., Culver, C., Tesman, J. C. & Shepard, B. (1989) The development of emotion expression during the first two years of life: Normative trends and patterns of individual differences. Monographs of the Society for Research in Child Development 54. [CEI]Google Scholar
Malcolm, N. (1991) The relation of language to instinctive behaviour. In: Investigating psychology: Sciences of the mind after Wittgenstein, ed. Hyman, J. Routledge. [aJIMC]Google Scholar
Maridaki-Kassotaki, K., Lewis, C. & Freeman, N. H (2003) Lexical choice can lead to problems: What false-belief tests tell us about Greek alternative verbs of agency. Journal of Child Language 30:145–64. [aJIMC]Google Scholar
Matusov, E. (1998) When solo activity is not privileged: Participation and internalization models of development. Human Development 41:326–49. [aJIMC]Google Scholar
Mayes, L. C. (2000) A developmental perspective on the regulation of arousal states. Seminars in Perinatology 24:267–79. [PF]Google Scholar
McDowell, J. (1984) Wittgenstein on following a rule. Synthese 58:325–63. [aJIMC]Google Scholar
McGeer, V. (2001) Psycho-practice, psycho-theory and the contrastive case of autism: Journal of Consciousness Studies 8:109–32. [VM]Google Scholar
McGeer, V. & Pettit, P. (2002) The self-regulating mind. Language and Communication 22:281–99. [VM]Google Scholar
Meehl, P. (1978) Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald, and the slow progress of soft psychology. Journal of Consulting and Clinical Psychological 46:806–34. [OML]Google Scholar
Meerum Terwogt, M. & Stegge, H. (1996) Children's perspective on the emotional process. In: The social child, ed. Campbell, A. & Muncer, S. Psychology Press. [RB]Google Scholar
Meins, E. (1997) Security of attachment and the social development of cognition. Psychology Press. [aJIMC]Google Scholar
Meins, E. (1999) Sensitivity, security and internal working models: Bridging the transmission gap. Attachment and Human Development 1:325–42. [aJIMC, RAT]Google Scholar
Meins, E. & Fernyhough, C. (1999) Linguistic acquisitional style and mentalising development: The role of maternal mind-mindedness. Cognitive Development 14:363–80. [aJIMC]Google Scholar
Meins, E., Fernyhough, C., Fradley, E. & Tuckey, M. (2001) Rethinking maternal sensitivity: Mothers’ comments on infants’ mental processes predict security of attachment at 12 months. Journal of Child Psychology and Psychiatry 42:637–48. [aJIMC, PF, EM]Google Scholar
Meins, E., Fernyhough, C., Russell, J. & Clark-Carter, D. (1998) Security of attachment as a predictor of symbolic and mentalising abilities: A longitudinal study. Social Development 7:1–24. [aJIMC]Google Scholar
Meins, E., Fernyhough, C., Wainwright, R., Clark-Carter, D., Das Gupta, M., Fradley, E. & Tuckey, M. (2003) Pathways to understanding mind: Construct validity and predictive validity of maternal mind-mindedness. Child Development 74:1194–211. [CF]Google Scholar
Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E. & Tuckey, M. (2002) Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development 73:1715–26. [aJIMC, CF, EM, DKS]Google Scholar
Meltzoff, A. N. (1990) Foundations for developing a concept of self: The role of imitation in relating self to other and the value of social mirroring, social modelling and self practice in infancy. In: The self in transition: Infancy to childhood, ed. Cicchetti, D. & Beeghly, M. University of Chicago Press. [VM]Google Scholar
Meltzoff, A. N. (1995) Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology 31:838–50. [CW-B]Google Scholar
Meltzoff, A. N. & Gopnik, A. (1993) The role of imitation in understanding persons and developing a theory of mind. In: Understanding other minds: Perspectives from autism, ed. Baron-Cohen, S., Tager-Flusberg, H. & Cohen, D. J., pp. 335– 66. Oxford University Press. [VM]Google Scholar
Meltzoff, A. N., Gopnik, A. & Repacholi, B. M. (1999) Toddlers’ understanding of intentions, desires, and emotions: Explorations of the dark ages. In: Developing theories of intention, ed. Zelazo, P. D., Astington, J. W. & Olson, D. R. Erlbaum. [aJIMC]Google Scholar
Meltzoff, A. N. & Moore, M. K. (1992) Early imitation within a functional framework: The importance of person identity, movement and development. Infant Behavior and Development 15:479–505. [VM]Google Scholar
Merleau-Ponty, M. (1964) The child's relations with others. In: The primacy of perception, ed. Merleau-Ponty, M. Northwestern Press. (Original work published 1960). [aJIMC]Google Scholar
Millikan, R. G. (1993) White queen psychology and other essays for Alice. MIT Press. [rJIMC]Google Scholar
Millikan, R. G. (1995) White queen psychology and other essays. MIT Press. [APC]Google Scholar
Minter, M., Hobson, R. P. & Bishop, M. (1998) Congenital visual impairment and “theory of mind.” British Journal of Developmental Psychology 16:183–96. [aJIMC]Google Scholar
Mitchell, P. & Riggs, K. J., eds. (2000) Children's reasoning and the mind. Psychology Press. [aJIMC]Google Scholar
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A. & Wager, T. D. (2000) The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology 41:49–100. [rJIMC]Google Scholar
Moissinac, L. & Budwig, N. (2000) The development of desire terms in early child German. Psychology of Language and Communication 4(1):5–25. [NB]Google Scholar
Monsell, S. (1996) Control of mental processes. In: Unsolved mysteries of the mind: Tutorial essays in cognition, ed. Bruce, V. Erlbaum. [rJIMC]Google Scholar
Montague, D. P. & Walker-Andrews, A. S. (2002) Mothers, fathers, and infants: The role of person familiarity and parental involvement in infants’ perception of emotion expressions. Child Development 73:1339–52. [ASW-A]Google Scholar
Montgomery, D. E. (1997) Wittgenstein's private language argument and children's understanding of mind. Developmental Review 17:291–320. [arJIMC]Google Scholar
Montgomery, D. E. (2002) Mental verbs and semantic development. Journal of Cognition and Development 3:357–84. [JWA, rJIMC, DEM]Google Scholar
Moore, C. (1996) Evolution and the modularity of mindreading. Cognitive Development 11:605–21. [aJIMC]Google Scholar
Moore, C. (1999) Intentional relations and triadic relations. In: Developing theories of intention, ed. Zelazo, P. D., Astington, J. W., & Olson, D. R. Erlbaum. [aJIMC, CW-B]Google Scholar
Moore, C. & Corkum, V. (1994) Social understanding at the end of the first year of life. Developmental Review 14:349–72. [arJIMC]Google Scholar
Moore, C. & D’Entremont, B. (2001) Developmental changes in pointing as a function of parent's attentional focus. Journal of Cognition and Development 2:109–29. [aJIMC, CW-B]Google Scholar
Moore, C., Furrow, D., Chiasson, L. & Patriquin, M. (1994) Developmental relationships between production and comprehension of mental terms. First Language 14:1–17. [aJIMC]Google Scholar
Morton, J. (1989) The origins of autism. New Scientist 1694:44–7. [PF]Google Scholar
Moses, L. J. (2001) Executive accounts of theory-of-mind development. Child Development 72:688–90. [aJIMC, SH]Google Scholar
Müller, U. (1999) Wittgenstein and Piaget: A critique of mechanistic theories of meaning. Paper presented at the annual meeting of the Jean Piaget Society, Mexico City. June. [rJIMC]Google Scholar
Müller, U. & Carpendale, J. I. M. (2001) Objectivity, intentionality, and levels of explanation. Behavioral and Brain Sciences 24:55–56. [arJIMC]Google Scholar
Müller, U. & Carpendale, J. I. M. (2004) From joint activity to joint attention: A relational approach to social development in infancy. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [rJIMC]Google Scholar
Müller, U. & Runions, K. (2003) The origins of understanding of self and other: James Mark Baldwin's theory. Developmental Review 23:29–54. [aJIMC]Google Scholar
Müller, U., Sokol, B. & Overton, W. F. (1998a) Constructivism and development: Reply to Smith's commentary. Developmental Review 18:228–36. [rJIMC]Google Scholar
Müller, U., Sokol, B. & Overton, W. F. (1998b) Reframing a constructivist model of the development of mental representations: The role of higher-order operations. Developmental Review 18:155–201. [rJIMC]Google Scholar
Murphy, C. M. & Messer, D. J. (1977) Mothers, infants and pointing: A study of gesture. In: Studies in mother-infant interaction, ed. Schaffer, H. R. Academic Press. [aJIMC]Google Scholar
Muzik, M. & Rosenblum, K. L. (2003) Maternal reflective capacity: Associations with sensitivity and mental state comments during interaction. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, Florida, April 2003. [PF]Google Scholar
Nelson, K. (1985) Making sense: The acquisition of shared meaning. Academic Press. [rJIMC, KN]Google Scholar
Nelson, K. (1993) The psychological and social origins of autobiographical memory. Psychological Science 4:1–8. [ASW-A]Google Scholar
Nelson, K. (1996) Language in cognitive development: The emergence of the mediated mind. Cambridge University Press. [JWA, rJIMC, KN, RAT]Google Scholar
Nelson, K. (1997) Cognitive change as collaborative construction. In: Change and development: Issues of theory, method, and application, ed. Amsel, E. & Renninger, K. A., pp. 99–117. Erlbaum. [aJIMC, KN]Google Scholar
Nelson, K. (1999) Event representations, narrative development and internal working models. Attachment and Human Development 1:239–52. [HS]Google Scholar
Nelson, K. (in press) Language pathways to the community of minds. In: Why language matters to theory of mind, ed. Astington, J. W. & Baird, J.. [KN]Google Scholar
Nelson, K., ed. (1986) Event knowledge: Structure and function in development. Erlbaum. [ASW-A]Google Scholar
Nelson, K., Henseler, S. & Plesa, D. (2000) Entering a community of minds: A feminist perspective on theory of mind development. In: Toward a feminist developmental psychology, ed. Miller, P. & Scholnick, E. S., pp. 61–84. Routledge. [KN]Google Scholar
Nelson, K., Plesa Skwerer, D., Goldman, S., Henseler, S., Presler, N. & Walkenfeld, F. F. (2003) Entering a community of minds: An experiential approach to “theory of mind.” Human Development 46:24–46. [aJIMC, KN]Google Scholar
Nelson, K., Plesa, D. & Henselser, S. (1998) Children's theory of mind: An experiential interpretation. Human Development 41:7–29. [aJIMC, KN]Google Scholar
Nelson, K. & Shaw, L. K. (2002) Developing a socially shared symbolic system. In: Language, literacy and cognitive development, ed. Amsel, E. & Byrnes, J., pp. 27–58. Erlbaum. [KN]Google Scholar
Nelson, K., Skwerer, D., Goldman, S., Presler, N. & Walkenfeld, F. (2003) Entering a community of minds: An experiential approach to “theory of mind.” Human Development 46:24–46. [OML]Google Scholar
Newton, P., Reddy, V. & Bull, R. (2000) Children's everyday deception and performance on false-belief tasks. British Journal of Developmental Psychology 18:297–317. [aJIMC]Google Scholar
Oatley, K. (2003) Fiction's sources: Conversation and imagination. Fiction's principal accomplishment: The idea of character. Paper presented at the Conference on Narrative: Art and Mind, Cumberland Lodge, Windsor Great Park, May 30–June 2, 2003. [JMJ]Google Scholar
Oatley, K. & Larocque, L. (1995) Everyday concepts of emotions following every-other-day errors in joint plans. In: Everyday conceptions of emotions: An introduction to the psychology, anthropology, and linguistics of emotion, ed. Russell, J., Fernandez-Dols, J.-M., Manstead, A. S. R. & Wellenkamp, J., pp 145– 65. NATO ASI Series D 81. Kluwer. [JMJ]Google Scholar
Ochs, E. (1996) Linguistic resources for socializing humanity. In: Rethinking linguistic relativity, ed. Gumperz, J. & Levinson, S., pp. 407–37. Cambridge University Press. [NB]Google Scholar
Oppenheim, D. & Koren-Karie, N. (2002) Mothers’ insightfulness regarding their children's internal worlds: The capacity underlying secure child-mother relationships. Infant Mental Health Journal 23:593–605. [PF]Google Scholar
Overton, W. F. (1994) Contexts of meaning: The computational and the embodied mind. In: The nature and ontogenesis of meaning, ed. Overton, W. F. & Palermo, D. S. Erlbaum. [aJIMC]Google Scholar
Overton, W. F. (1998a) Developmental psychology: Philosophy, concepts, and methodology. In: Handbook of child psychology, vol. 1, 5th edition: Theoretical models of human development, ed. Lerner, R. M. (W. Damon, Ed.-in-Chief), pp. 107– 88. Wiley. [rJIMC]Google Scholar
Overton, W. F. (1998b) Relational-developmental theory: A psychological perspective. In: Children, cities, and psychological theories, ed. Görlitz, D., Harloff, H. J., Mey, G. & Valsiner, J.. Walter de Gruyter. [aJIMC]Google Scholar
Panksepp, J., Nelson, E. & Bekkedal, M. (1999) Brain systems for the mediation of social separation-distress and social-reward: Evolutionary antecedents and neuropeptide intermediaries. In: The integrative neurobiology of affiliation, ed. Carter, C. S., Lederhendler, I. I. & Kirkpatrick, B., pp. 221–43. MIT Press. [PF]Google Scholar
Parker, J. G. & Gottman, J. M. (1989) Social and emotional development in a relational context. In: Peer relationships in child development, ed. Berndt, J. T. & Ladd, G. W. Wiley. [RB]Google Scholar
Perner, J. (1988) Developing semantics for theories of mind: From propositional attitudes to mental representation. In: Developing theories of mind, ed. Astington, J. W., Harris, P. L. & Olson, D. R., pp. 141–72. Cambridge University Press. [PM]Google Scholar
Perner, J. (1991) Understanding the representational mind. MIT Press. [aJIMC, CAM, TR]Google Scholar
Perner, J. & Astington, J. W. (1992) The child's understanding of representation. In: Piaget's theory: Prospects and possibilities, ed. Beilin, H. & Pufall, P. B., pp. 141–60. Erlbaum. [rJIMC]Google Scholar
Perner, J., Baker, S. & Hutton, D. (1994) Prelief: The conceptual origins of belief and pretence. In: Children's early understanding of mind: Origins and development, ed. Lewis, C. & Mitchell, P., pp. 261–86. Erlbaum. [aJIMC, TR]Google Scholar
Perner, J., Ruffman, T. & Leekam, S. R. (1994) Theory of mind is contagious: You catch it from your sibs. Child Development 65:1228–38. [aJIMC, SZ]Google Scholar
Perner, J., Stummer, S., Sprung, M. & Doherty, M. (2002) Theory of mind finds its Piagetian perspective: Why alternative naming comes with understanding belief. Cognitive Development 17:1451–72. [CAM]Google Scholar
Perner, J. & Wimmer, H. (1985) “John thinks that Mary thinks that …” Attribution of second-order beliefs by 5- to 10 year old children. Journal of Experimental Child Psychology 39:437–71. [OC]Google Scholar
Peskin, J. & Ardino, V. (2003) Representing the mental world in children's social behavior: Playing hide-and-seek and keeping a secret. Social Development. 12:496–512. [aJIMC, SRL]Google Scholar
Peterson, C. C., Peterson, J. L. & Webb, J. (2000) Factors influencing the development of a theory of mind in blind children. British Journal of Developmental Psychology 18:431–47. [aJIMC]Google Scholar
Peterson, C. C. & Siegal, M. (2000) Insights into theory of mind from deafness and autism. Mind and Language 15:123–45. [JWA, aJIMC]Google Scholar
Peterson, C. C. & Siegal, M. (2002) Mindreading and moral awareness in popular and rejected preschoolers. British Journal of Developmental Psychology 20:205–24. [MS]Google Scholar
Phillips, A. T., Wellman, H. M. & Spelke, E. S. (2002) Infants’ ability to connect gaze and emotional expression to intentional action. Cognition 85:53–78. [CW-B]Google Scholar
Piaget, J. (1924/1928) Judgment and reasoning in the child. Routledge. (Original work published 1924.) [aJIMC]Google Scholar
Piaget, J. (1945/1962) Play, dreams and imitation in childhood. Norton. (Original work published 1945.) [aJIMC, PF]Google Scholar
Piaget, J. (1936/1963) The origins of intelligence in children. Norton. (Original work published 1936.) [aJIMC]Google Scholar
Piaget, J. (1965a) Discussion. In: Entretiens sur les notions de genèse et de structure, ed. de Gandillac, M., Goldmann, L. & Piaget, J.. Mouton. [LS]Google Scholar
Piaget, J. (1932/1965b) The moral judgment of the child, trans. Gabian, M. Free Press. (Original work published 1932.) [arJIMC, SZ]Google Scholar
Piaget, J. (1967) Six psychological studies. Vintage Books/Random House. [rJIMC, CAM]Google Scholar
Piaget, J. (1937/1971) The construction of reality in the child. Ballantine. (Original work published 1937.) [aJIMC]Google Scholar
Piaget, J. (1977/1995) Sociological studies. Routledge. (Original work published 1977.) [arJIMC, LS]Google Scholar
Piaget, J. (1962/2000) Commentary on Vygotsky's criticism of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology 18:241–59. (Original work published 1962.) [rJIMC]Google Scholar
Piaget, J. & Inhelder, B. (1948/1967) The child's conception of space. Norton. (Original work published 1948.) [aJIMC]Google Scholar
Pollak, S. D. & Sinha, P. (2002) Effects of early experience on children's recognition of facial displays of emotion. Developmental Psychology 38:784–91. [HS]Google Scholar
Povinelli, D. J. (1999) Social understanding in chimpanzees: New evidence from a longitudinal approach. In: Developing theories of intention, ed. Zelazo, P. D., Astington, J. W. & Olson, D. R. Erlbaum. [aJIMC, TJE]Google Scholar
Povinelli, D. J. & Eddy, T. J. (1996) What young chimpanzees know about seeing. Monographs of the Society for Research in Child Development 61 (2, Serial No. 247). [rJIMC, TJE]Google Scholar
Putnam, H. (1988) Representation and reality. MIT Press. [aJIMC]Google Scholar
Quartz, S. R. & Sejnowsky, T. J. (1997) A neural basis of cognitive development: A neuroconstructivist manifesto. Behavioral and Brain Sciences 20:537–56. [VM]Google Scholar
Rabbitt, P. (1997) Introduction: Methodologies and models in the study of executive function. In: Methodology of frontal and executive function, ed. Rabbitt, P. Psychology Press. [rJIMC]Google Scholar
Racine, T. (2004) Wittgenstein's internalistic logic and children's theories of mind. In: Social interaction and the development of knowledge, ed. Carpendale, J. I. M. & Müller, U. Erlbaum. [aJIMC]Google Scholar
Raver, C. C. & Leadbeater, B. J. (1993) The problem of the other in research on theory of mind and social development. Human Development 36:350–62. [aJIMC, APC]Google Scholar
Reddy, V. (1991) Playing with others’ expectations: Teasing and mucking about in the first year. In: Natural theories of mind: Evolution, development and simulation of everyday mindreading, ed. Whiten, A., pp. 143–58. Blackwell. [arJIMC]Google Scholar
Reddy, V. (2003) On being the object of attention: Implications for self-other consciousness. Trends in Cognitive Science 7:397–402. [rJIMC]Google Scholar
Reese, E. (2002) Social factors in the development of autobiographical memory: The state of the art. Social Development 11:124–42. [KN, ASW-A]Google Scholar
Reese, E., Haden, C. A. & Fivush, R. (1993) Mother-child conversations about the past: Relationships of style and memory over time. Cognitive Development 8:403–30. [ASW-A]Google Scholar
Repacholi, B. M. & Gopnik, A. (1997) Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology 33:12–21. [TR]Google Scholar
Rochat, P. & Striano, T. (2002) Who's in the mirror? Self-other discrimination in specular images by four- and nine-month-old infants. Child Development 73:35–46. [rJIMC, TR]Google Scholar
Rogoff, B. (1990) Apprenticeship in thinking: Cognitive development in social context. Oxford University Press. [RAT]Google Scholar
Rogoff, B. (1997) Evaluating development in the process of participation: Theory, methods, and practice building on each other. In: Change and development: Issues of theory, method, and application, ed. Amsel, E. & Renninger, K. A. Erlbaum. [aJIMC]Google Scholar
Rogoff, B. (1998) Cognition as a collaborative process. In: Handbook of child psychology, vol. 2, 5th edition, ed. Kuhn, D & Siegler, R. S. Wiley. [aJIMC]Google Scholar
Rogoff, B., Chavajay, P. & Matusov, E. (1993) Questioning assumptions about culture and individuals. Behavioral and Brain Sciences 16:533–34. [JWA]Google Scholar
Rogoff, B., Mistry, J., Goncu, A. & Mosier, C. (1993) Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development 58 (Issue No. 8):v-179. [CW-B]Google Scholar
Rorty, R. (1980) Philosophy and the mirror of nature. Blackwell. [APC]Google Scholar
Roth, D. & Leslie, A. M. (1998) Solving belief problems: Toward a task analysis. Cognition 66:1–31. [TPG]Google Scholar
Rothbart, M. K., Ahadi, S. A. & Evans, D. E. (2000) Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology 78:122–35. [PF]Google Scholar
Rowe, A. D., Bullock, P. R., Polkey, C. E. & Morris, R. G. (2001) “Theory of mind” impairments and their relationship to executive functioning following frontal lobe excisions. Brain 124(Pt 3):600–16. [PF]Google Scholar
Rowlands, M. (1999) The body in mind. Cambridge University Press. [APC]Google Scholar
Ruffman, T. (1996) Do children understand the mind by means of simulation or a theory? Evidence from their understanding of inference. Mind and Language 11:388–414. [TR]Google Scholar
Ruffman, T. (2000) Nonverbal theory of mind: Is it important, is it implicit, is it simulation, is it relevant to autism. In: Minds in the making: Essays in honor of David R. Olson, ed. Astington, J. W., pp. 250–66. Blackwell. [aJIMC, TR]Google Scholar
Ruffman, T., Garnham, W., Import, A. & Connolly, D. (2001a) Does eye direction indicate implicit sensitivity to false belief?: Charting transitions in knowledge. Journal of Experimental Child Psychology 80:201–24. [TR]Google Scholar
Ruffman, T., Garnham, W. & Rideout, P. (2001b) Social understanding in autism: Eye gaze as a measure of core insights. Journal of Child Psychology and Psychiatry 42:1083–94. [TR]Google Scholar
Ruffman, T., Perner, J., Naito, M., Parkin, L. & Clements, W. A. (1998) Older (but not younger) siblings facilitate false belief understanding. Developmental Psychology 34:161–74. [aJIMC]Google Scholar
Ruffman, T., Perner, J. & Parkin, L. (1999) How parenting style affects false belief understanding. Social Development 8:395–411. [aJIMC, EM]Google Scholar
Ruffman, T., Slade, L. & Crowe, E. (2002) The relation between children's and mothers’ mental state language and theory-of-mind understanding. Child Development 73:734–51. [aJIMC, JMJ, TR, DKS]Google Scholar
Russell, J. (1987) Rule-following, mental models, and the development view. In: Meaning and the growth of understanding: Wittgenstein's significance for developmental psychology, ed. Chapman, M. & Dixon, R. A. Springer-Verlag. [aJIMC]Google Scholar
Russell, J. (1992) The theory theory: So good they named it twice? Cognitive Development 7:485–519. [aJIMC]Google Scholar
Russell, J. (1996) Agency: Its role in mental development. Erlbaum/Taylor & Francis/Psychology Press. [arJIMC, SH]Google Scholar
Sabbagh, M. A. & Callanan, M. A. (1998) Metarepresentation in action: 3-, 4-, and 5-year-olds’ developing theories of mind in parent-child conversations. Developmental Psychology 34:491–502. [aJIMC, CAM]Google Scholar
Savage-Rumbaugh, S. E., Murphy, J., Sevcik, R. A., Brakke, K. E., Williams, S. L. & Rumbaugh, D. M. (1993) Language comprehension in ape and child. Monographs of the Society for Research in Child Development 58 (Serial No. 233). [aJIMC]Google Scholar
Scarr, S. & McCartney, K. (1983) How people make their own environments: A theory of genotype r environment effects. Child Development 54:424–35. [SH]Google Scholar
Scarr, S. & McCartney, K. (1984) How people make their own environments: A theory of genotype r environment effects. Annual Progress in Child Psychiatry and Child Development 98–118. [SH]Google Scholar
Schaffer, H. R., ed. (1977) Studies in mother-infant interaction. Academic Press. [arJIMC]Google Scholar
Schaffer, H. R.(1984a) Studies in mother-infant interaction, 2nd edition. Academic Press. [CW-B]Google Scholar
Schaffer, H. R.(1984b) The child's entry into a social world. Academic Press. [aJIMC]Google Scholar
Schegloff, E. A. (1992) To Searle on conversation: A note in return. In: (On) Searle on conversation, ed. Parret, H. & Verschueren, J., pp. 113–28. John Benjamins. [rJIMC]Google Scholar
Scheler, M. (1954) The nature of sympathy, trans. Heath, P. Archon Books. (Original work published 1913.) [aJIMC]Google Scholar
Scholl, B. J. & Leslie, A. M. (1999) Modularity, development and theory of mind. Mind and Language 14:131–53. [TPG, MS]Google Scholar
Scholl, B. J. & Leslie, A. M. (2001) Minds, modules, and meta-analysis. Commentary on “Meta-analysis of theory-of-mind development: The truth about false belief.” Child Development 72:696–701. [aJIMC, TPG, OML]Google Scholar
Schore, A. N. (1994) Affect regulation and the origins of self: The neurobiology of emotional development. Erlbaum. [HS]Google Scholar
Schore, A. N. (2000) Attachment and the regulation of the right brain. Attachment and Human Development 2:23–47.Google Scholar
Schore, A. N. (2001) The effects of early relational trauma on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal 22:201–69. [HS]Google Scholar
Schore, A. N. (2003) Affect regulation and the repair of the self. Norton. [PF]Google Scholar
Schultz, D., Izard, C. E., Ackerman, B. P. & Youngstrom, E. A. (2001) Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology 13:53–67. [CEI]Google Scholar
Schultz, D., Izard, C. E. & Bear, G. G. (in press) Emotionality, emotion information processing, and aggression. Development and Psychopathology. [CEI]Google Scholar
Searle, J. R. (1992) Conversation. In: (On) Searle on conversation, ed. Parret, H. & Verschueren, J., pp. 7–29. John Benjamins. [rJIMC]Google Scholar
Selman, R. L. (1980) The growth of interpersonal understanding. Academic Press. [rJIMC, OML]Google Scholar
Selman, R. L., Schorin, M. Z., Stone, C. R. & Phelps, E. (1983) A naturalistic study of children's social understanding. Developmental Psychology 19:82–102. [aJIMC]Google Scholar
Shankar, S. (1996) The conflict between Wittgenstein and Quine on the nature of language and cognition and its implications for constraint theory. In: Wittgenstein and Quine, ed. Arrington, R. L. & Glock, H.-J., pp. 212–51. Routledge. [MHB]Google Scholar
Shantz, C. U. & Hartup, W. W. (1992) Conflict in child and adolescent development. Cambridge University Press. [NH]Google Scholar
Shatz, M. (1994) Theory of mind and the development of social-linguistic intelligence in early childhood. In: Children's early understanding of mind, ed. Lewis, C. & Mitchell, P., pp. 311–29. Erlbaum. [JWA]Google Scholar
Shaw, L. K. (1999) The development of the meanings of “think” and “know” through conversation. Unpublished doctoral dissertation, City University of New York Graduate Center, New York. [KN]Google Scholar
Shimmon, K., Lewis, C. & Francis, B. (2003) Unity and diversity in executive skills and false belief: A longitudinal analysis. Paper presented at the biennial meeting of the Society for Research in Child Development, Tampa, April 2003. [rJIMC]Google Scholar
Shotter, J. (1978) The cultural context of communication studies: Theoretical and methodological issues. In: Action, gesture and symbol: The emergence of language, ed. Lock, A. Academic Press. [aJIMC]Google Scholar
Shweder, R., Goodnow, J. J., Hatano, G., LeVine, R., Markus, H. & Miller, P. (1998) Cultural psychology of human development: One mind, many mentalities. In: Handbook of child psychology, vol. 1, 5th edition, ed. Lerner, R. Wiley. [MS]Google Scholar
Siegal, M. (1997) Knowing children: Experiments in conversation and cognition, 2nd edition. Psychology Press. [MS]Google Scholar
Siegal, M. (2002) The science of childhood. In: The cognitive basis of science, ed. Carruthers, P., Stich, S. & Siegal, M. Cambridge University Press. [MS]Google Scholar
Siegal, M. & Varley, R. (2002) Neural systems involved in “theory of mind.” Nature Reviews Neuroscience 3(6):463–71. [PF, MS]Google Scholar
Sinha, C. (1999) Grounding, mapping and acts of meaning. In: Cognitive linguistics: Foundations, scope and methodology, ed. Janssen, T. & Redeker, G. Mouton de Gruyter. [aJIMC]Google Scholar
Skuse, D. (2003) Fear recognition and the neural basis of social cognition. Child and Adolescent Mental Health 8:50–60. [HS]Google Scholar
Slade, A., Grienenberger, J., Bernbach, E., Levy, D. & Locker, A. (2001) Maternal reflective functioning: Considering the transmission gap. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN, April 2001. [PF]Google Scholar
Slaughter, V. & Gopnik, A. (1996) Conceptual coherence in the child's theory of mind: Training children to understand belief. Child Development 67:2967–88. [DKS]Google Scholar
Smiley, P. A. (2001) Intention understanding and partner-sensitive behaviors in young children's peer interactions. Social Development 10:330–54. [SZ]Google Scholar
Smith, L. (1993) Necessary knowledge: Piagetian perspectives on constructivism. Erlbaum. [rJIMC]Google Scholar
Smith, L. (1995) Introduction. In: Sociological studies by J. Piaget, ed. Smith, L. Routledge. [aJIMC]Google Scholar
Smith, L. (1996) The social construction of rational understanding. In: Piaget–Vygotsky: The social genesis of thought, ed. Tryphon, A. & Vonèche, J., pp. 107–23. Psychology Press. [rJIMC]Google Scholar
Smith, L. (2002) Reasoning by mathematical induction in children's arithmetic. Pergamon. [LS]Google Scholar
Smith, L. (2003) From epistemology to psychology in the development of knowledge. In: Reductionism and the development of knowledge, ed. Brown, T.. & Smith, L. Erlbaum. [LS]Google Scholar
Soffer, G. (1999) The other as alter ego: A genetic approach. Husserl Studies 15:151–66. [aJIMC]Google Scholar
Sokol, B. W. & Chandler, M. J. (2003) Taking agency seriously in the theories-ofmind enterprise: Exploring children's understanding of interpretation and intention. British Journal of Educational Psychology Monograph Series II (No. 2: Development and Motivation):125–36. [rJIMC]Google Scholar
Sommerville, J. A. & Woodward, A. L. (in press) Pulling out the intentional structure of action: The relation between action processing and action production in infancy. Cognition. [CW-B]Google Scholar
Spelke, E. (1994) Initial knowledge: Six suggestions. Cognition 50:431–45. [APC]Google Scholar
Steele, H. & Steele, M. (1998) Attachment and psychoanalysis: Time for a reunion. Social Development 7:92–119. [HS]Google Scholar
Steele, H. & Steele, M. (1999) Psychoanalytic views about development. In: Exploring developmental psychology, ed. Messer, D. & Millar, S., pp. 263–83. Francis Arnold. [HS]Google Scholar
Steele, H. & Steele, M. (2002) State of the art: Attachment. The Psychologist 15:518–22. [HS]Google Scholar
Steele, H. & Steele, M. (2003) Clinical uses of the Adult Attachment Interview. In: Attachment theory and the psychoanalytic process, ed. Marrone, M. & Cortina, M., pp 107–26. Whurr. [HS]Google Scholar
Steele, H., Steele, M. & Fonagy, P. (1996) Associations among attachment classifications of mothers, fathers and their infants. Child Development 67:541–55. [HS]Google Scholar
Steele, H., Steele, M., Croft, C. & Fonagy, P. (1999) Infant-mother attachment at one year predicts children's understanding of mixed emotions at six years. Social Development 8:161–78. [aJIMC, HS]Google Scholar
Steele, M., Steele, H. & Johansson, M. (2002) Maternal predictors of children's social cognition: An attachment perspective. Journal of Child Psychology and Psychiatry 43:189–98. [HS]Google Scholar
Stern, D. (1977) The first relationship. Harvard University Press. [rJIMC]Google Scholar
Stern, D. (1985) The interpersonal world of the infant. Basic Books.Google Scholar
Stich, S. & Nichols, S. (1992) Folk psychology: Simulation of tacit theory? Mind and Language 7:35–71. [aJIMC]Google Scholar
Stuss, D. T., Gallup, G. G. Jr. & Alexander, M. P. (2001) The frontal lobes are necessary for “theory of mind.” Brain 124(Pt 2):279–86. [PF]Google Scholar
Subbotsky, E. (1993) The birth of personality: The development of independent and moral behavior in preschool children. Harvester Wheatsheaf. [OC]Google Scholar
Suchman, L. (1987) Plans and situated action: The problem of human-machine interaction. Cambridge University Press. [rJIMC]Google Scholar
Sullivan, K., Zaitchik, D. & Tager-Flusberg, H. (1994) Preschoolers can attribute second-order beliefs. Developmental Psychology 30:395–402. [RB]Google Scholar
Sullivan, M. W., Lewis, M. & Alessandri, S. M. (1992) Cross-age stability in emotional expressions during learning and extinction. Developmental Psychology 28:58–63. [CEI]Google Scholar
Sullivan, M. W. & Lewis, M. (2003) Contextual determinants of anger and other negative expressions in young infants. Developmental Psychology 39:693–705. [CEI]Google Scholar
Summerfield, D. M. (1996) Fitting versus tracking: Wittgenstein on representation. In: The Cambridge companion to Wittgenstein, ed. Sluga, H. & Stern, D. G., pp. 100–38. Cambridge University Press. [MHB]Google Scholar
Symons, D. K. (2004) Mental state discourse and theory of mind: Internalisation of self–other understanding within a social–cognitive framework. Developmental Review 24:159–88. [DKS]Google Scholar
Symons, D. K. & Clark, S. E. (2000) A longitudinal study of mother-child relationships and theory of mind during the preschool period. Social Development 9:3–23. [aJIMC]Google Scholar
Symons, D. K., Peterson, C. C., Slaughter, V., Roche, J. & Doyle, J. (in press) Theory of mind and mental state discourse during book reading and storytelling tasks. British Journal of Developmental Psychology [DKS]Google Scholar
Tager-Flusberg, H. (2002) How language facilitates the acquisition of false belief in children with autism. Paper presented at the International Conference, “Why Language Matters for Theory of Mind,” Toronto, Canada, April 2002. [JWA]Google Scholar
Target, M., Shmueli-Goetz, Y. & Fonagy, P. (in press) Attachment representations in school-age children: The early development of the child attachment interview (CAI). Journal of Infant, Child and Adolescent Psychotherapy. [PF]Google Scholar
Taylor, C. (1985) Human agency and language: Philosophical papers, vol. 1. Cambridge University Press. [BWS]Google Scholar
ter Hark, M. (1990) Beyond the inner and the outer: Wittgenstein's philosophy of psychology. Kluwer Academic. [aJIMC]Google Scholar
Thelen, E., Schöner, G., Scheier, C. & Smith, L. B. (2001) The dynamics of embodiment: A field theory of infant perseverative reaching. Behavioral and Brain Sciences 24:1–86. [arJIMC]Google Scholar
Thelen, E. & Smith, L. B. (1994) A dynamic systems approach to the development of cognition and action. MIT Press. [aJIMC, OML]Google Scholar
Thomas, M. & Karmiloff-Smith, A. (2002) Modelling typical and atypical development: Computational constraints on the mechanism of change. In: Blackwell handbook of cognitive developmental psychology, ed. Goswami, U. Blackwell. [SRL]Google Scholar
Thompson, R. A. (1998) Early sociopersonality development. In: Handbook of child psychology, vol. 3. Social, emotional, and personality development, 5th edition, ed. Eisenberg, N., pp. 25–104. Wiley. [RAT]Google Scholar
Thompson, R. A. (2000) The legacy of early attachments. Child Development 71:145–52. [RAT]Google Scholar
Thompson, R. A., Laible, D. J. & Ontai, L. L. (2003) Early understanding of emotion, morality, and the self: Developing a working model. In: Advances in child development and behavior, vol. 31, ed. Kail, R. V. Academic. [RAT]Google Scholar
Thompson, R. A. & Raikes, H. A. (2003) Toward the next quarter-century: Conceptual and methodological challenges for attachment theory. Development and Psychopathology 15:691–718. [RAT]Google Scholar
Tomasello, M. (1995a) Joint attention as social cognition. In: Joint attention: Its origins and role in development, ed. Moore, C. & Dunham, P. J. Erlbaum. [aJIMC]Google Scholar
Tomasello, M. (1995b) Language is Not an instinct. Cognitive Development 10:131–56. [aJIMC]Google Scholar
Tomasello, M. (1998) The return of constructions. Journal of Child Language 25:431–47. [rJIMC, NB]Google Scholar
Tomasello, M. (1999a) Having intentions, understanding intentions, and understanding communicative intentions. In: Developing theories of intention, ed. Zelazo, P. D., Astington, J. W. & Olson, D. R. Erlbaum. [aJIMC]Google Scholar
Tomasello, M. (1999b) The cultural origins of human cognition. Harvard University Press. [arJIMC]Google Scholar
Tomasello, M. (2001) Perceiving intentions and learning words in the second year of life. In: Language development: The essential readings, ed. Tomasello, M. & Bates, E., pp. 111–28. Harvard University Press. [rJIMC]Google Scholar
Tomasello, M. (2003) Constructing a language: A usage-based theory of language acquisition. Harvard University Press. [rJIMC]Google Scholar
Tomasello, M. & Camaioni, L. (1997) A comparison of the gestural communication of apes and human infants. Human Development 40:7–24. [aJIMC]Google Scholar
Tomasello, M., Kruger, A. C. & Ratner, H. H. (1993) Cultural learning. Behavioral and Brain Sciences 16:495–552. [aJIMC, SZ]Google Scholar
Tomkins, S. S. (1962) Affect, imagery, consciousness, vol. I. The positive affects. Springer. [CEI]Google Scholar
Towse, J. N., Redbond, J., Housten-Price, C. M. T. & Cook, S. (2000) Understanding the dimensional change card sort: Perspectives from task success and failure. Cognitive Development 15:347–65. [rJIMC]Google Scholar
Trevarthen, C. (1979) Communication and cooperation in early infancy: A description of primary intersubjectivity. In: Before speech: The beginning of interpersonal communication, ed. Bullowa, M. M. Cambridge University Press. [aJIMC]Google Scholar
Trevarthen, C. (2003) Infant psychology is an evolving culture. Human Development 46:233–46. [HS]Google Scholar
Trevarthen, C. & Hubley, P. (1978) Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first year. In: Action, gesture and symbol: The emergence of language, ed. Lock, A. Academic Press. [aJIMC]Google Scholar
Tronick, E., Als, A. & Brazelton, T. B. (1977) Mutuality in mother-infant interaction. Journal of Communication 27:74–79. [CEI]Google Scholar
Tronick, E. & Weinberg, M. K. (1997) Depressed mothers and infants: Failure to form dyadic states of consciousness. In: Postpartum depression and child development, ed. Murray, L. & Cooper, P. Guilford Press. [HS]Google Scholar
Turnbull, W. (2003) Language in action: Psychological models of conversation. Psychology Press. [arJIMC]Google Scholar
Turnbull, W. & Carpendale, J. I. M. (1999a) A social pragmatic model of talk: Implications for research on the development of children's social understanding. Human Development 42:328–55. [arJIMC, CAM]Google Scholar
Turnbull, W. & Carpendale, J. I. M. (1999b) Locating meaning in interaction, not in the brain. Behavioral and Brain Sciences 22:304–305. [aJIMC]Google Scholar
Turnbull, W. & Carpendale, J. I. M. (2001) Talk and social understanding. Early Education and Development 12:455–77. [aJIMC]Google Scholar
Valsiner, J. (1998) The development of the concept of development: Historical and epistemological perspectives. In: Handbook of child psychology, vol. 1, 5th edition: Theoretical models of human development, ed. Lerner, R. M. (W. Damon, Ed.-in-Chief), pp. 189–232. Wiley. [rJIMC]Google Scholar
van IJzendoorn, M. H. (1995) Adult attachment representations, parental responsiveness, and infant attachment: A meta-analysis on the predictive validity of the adult attachment interview. Psychological Bulletin 117:387–403. [PF]Google Scholar
van IJzendoorn, M. H. & Bakersman-Kranenburg, M. J. (1996) Attachment representations in mothers, fathers, adolescents, and clinical groups: A metaanalytic search for normative data. Journal of Consulting and Clinical Psychology 64:8–21. [HS]Google Scholar
Varouxaki, A., Freeman, N. H., Peters, D. & Lewis, C. (1999) Inference neglect and inference denial. British Journal of Developmental Psychology 17:483–99. [aJIMC, MS]Google Scholar
Vinden, P. G. (1996) Junin Quechua children's understanding of mind. Child Development 67:1701–16. [aJIMC]Google Scholar
Vinden, P. G. (1999) Children's understanding of mind and emotion: A multi-cultural study. Cognition and Emotion 13:19–48. [aJIMC]Google Scholar
Vinden, P. G. (2000) Making up my mind: Learning the culture of OISE and Olson. In: Minds in the making: Essays in honor of David R. Olson, ed. Astington, J. W., pp. 29–42. Blackwell. [PGV]Google Scholar
Vinden, P. G. (2001) Parenting attitudes and children's understanding of mind: A comparison of Korean American and Anglo-American families. Cognitive Development 16:793–809. [aJIMC]Google Scholar
Vinden, P. & Astington, J. (2000) Culture and understanding other minds. In: Understanding other minds: Perspectives from developmental cognitive neuroscience, 2nd edition, ed. Baron-Cohen, S., Tager-Flusberg, H. & Cohen, D., pp. 503–19. Oxford University Press. [PGV]Google Scholar
von Wright, G. H. (1963) Norm and action. Routledge. [LS]Google Scholar
Vygotsky, L. S. (1930/1978) Mind in society: The development of higher psychological processes. Harvard University Press. (Original work published 1930, 1933, and 1935.) [APC, arJIMC, CF, DKS]Google Scholar
Vygotsky, L. S. (1986) Thought and language. MIT Press. (Original work published 1934.) [aJIMC, DKS]Google Scholar
Vygotsky, L. S. (1934/1987) Thinking and speech. In: The collected works of L. S. Vygotsky, vol. 1, ed. Rieber, R. W. & Carton, A. S., pp. 37–285. Plenum Press. (Original work published 1934.) [CF]Google Scholar
Vygotsky, L. S. (1931/1997) Genesis of higher mental functions. In: The Collected Works of L. S. Vygotsky, vol. 4, ed. Rieber, R. W., pp. 97–119. Plenum Press. (Original work published 1931.) [CF]Google Scholar
Vygotsky, L. S. (1998) The collected works of L. S. Vygotsky, vol. 5, Child psychology. Plenum Press. [aJIMC]Google Scholar
Vygotsky, L. S. (1999) Tool and sign in the development of the child. In: The collected works of L. S. Vygotsky, vol. 6, ed. Rieber, R. W., pp. 3–65. Kluwer. (Original work published in 1930.) [OC]Google Scholar
Walden, T. & Ogan, T. (1988) The development of social referencing. Child Development 59:1230–40. [aJIMC]Google Scholar
Walker-Andrews, A. S. (1997) Infants’ perception of expressive behaviors: Differentiation of multimodal information. Psychological Bulletin 121:437–56. [ASW-A]Google Scholar
Walker-Andrews, A. S. & Kahana-Kalman, R. (1999) The understanding of pretence across the second year of life. British Journal of Developmental Psychology 17:523–36. [ASW-A]Google Scholar
Wallis, P. & Steele, H. (2001) Attachment representations in adolescence: Further evidence from psychiatric residential settings. Attachment and Human Development 3:259–68. [HS]Google Scholar
Watson, J. S. (1972) Smiling, cooing, and ‘the game.’ Merrill Palmer Quarterly 18:323–40. [rJIMC]Google Scholar
Weinberg, M. K. & Tronick, E. Z. (1994) Beyond the face: An empirical study of infant affective configurations of facial, vocal, gestural, and regulatory behaviors. Child Development 65:1503–15. [CEI]Google Scholar
Weizman, Z. O. & Snow, C. E. (2001) Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology 37:265–79. [TR]Google Scholar
Wellman, H. M. (1990) The child's theory of mind. MIT Press. [KB, aJIMC, TR]Google Scholar
Wellman, H. M. (1998) Culture, variation, and levels of analysis in folk pyschologies: Comment on Lillard (1998) Psychological Bulletin 123:33–36. [aJIMC]Google Scholar
Wellman, H. M., Cross, D. & Watson, J. (2001) Meta-analysis of theory of mind development: The truth about false belief. Child Development 72:655–84. [aJIMC, JMJ, PM]Google Scholar
Wellman, H. M. & Gelman, S. A. (1998) Knowledge acquisition in foundational domains. In: Handbook of child psychology, vol. 2, Cognition, perception, and language, 5th edition, ed. Kuhn, D. & Siegler, R., pp. 523–73. Wiley. [DEM]Google Scholar
Welsh, M. C., Pennington, B. F. & Grossier, D. B. (1991) A normativedevelopmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology 7:131–49. [SH]Google Scholar
Wenner, J. A. & Bauer, P. J. (1999) Bringing order to the arbitrary: One- to twoyear olds’ recall of event sequences. Infant Behavior and Development 22:585–90. [CW-B]Google Scholar
Werner, H. & Kaplan, B. (1963) Symbol formation. Wiley. [aJIMC]Google Scholar
Williams, M. (1999) Wittgenstein, mind and meaning: Toward a social conception of mind. Routledge. [aJIMC]Google Scholar
Wimmer, H. & Hartl, M. (1991) Against the Cartesian view on mind: Young children's difficulty with own false beliefs. British Journal of Developmental Psychology 9:125–38. [PM]Google Scholar
Winnicott, D. W. (1965) The capacity to be alone. The maturational processes and the facilitating environment: Studies in the theory of emotional development. Hogarth Press. [HS]Google Scholar
Winnicott, D. W. (1971) Playing and reality. Penguin. [JMJ]Google Scholar
Wittgenstein, L. (1953/1968) Philosophical investigations. Blackwell. [arJIMC, PG, JS]Google Scholar
Wittgenstein, L. (1958) Philosophical investigations, trans. Anscombe, G. E. M. Macmillan. [MHB, DEM]Google Scholar
Wittgenstein, L. (1969) On certainty. Harper & Row. [MHB, rJIMC]Google Scholar
Wittgenstein, L. (1980) Culture and value. Blackwell. [rJIMC]Google Scholar
Wittgenstein, L. (1981a) Zettel. Blackwell. [aJIMC]Google Scholar
Wittgenstein, L. (1981b) Zettel, 2nd edition, ed. Anscombe, G. E. M. & Wright, G. H. V. Blackwell. [JS]Google Scholar
Woodfield, A. (1996) Which theoretical concepts do children use? Philosophical Papers 25:1–20. [aJIMC]Google Scholar
Woodward, A. L. (1998) Infants selectively encode the goal object of an actor's reach. Cognition 69:1–34. [CW-B]Google Scholar
Woodward, A. L. (1999) Infants’ ability to distinguish between purposeful and non-purposeful behaviors. Infant Behavior and Development 22:145–60. [CW-B]Google Scholar
Woodward, A. L. (2003) Infants’ developing understanding of the link between looker and object. Developmental Science 6:297–312. [CW-B]Google Scholar
Woodward, A. L. & Guajardo, J. J. (2002) Infants’ understanding of the point gesture as an object-directed action. Cognitive Development 17:1061–84. [CW-B]Google Scholar
Woodward, A. L. & Sommerville, J. A. (2000) Twelve-month-old infants interpret action in context. Psychological Science 11:73–7. [CW-B]Google Scholar
Woolfe, T., Want, S. C. & Siegal, M. (2002) Signposts to development: Theory of mind in deaf children. Child Development 73:768–78. [aJIMC]Google Scholar
Yasui, M. (2003) Oh great! You really helped me! Social cognition and irony comprehension in young children. Poster presented at the biennial meeting of the Society for Research in Child Development, Tampa, April. [rJIMC]Google Scholar
Youngblade, L. M. & Dunn, J. (1995) Individual differences in young children's pretend play with mothers and siblings: Links to relationships and understanding other people's feelings and beliefs. Child Development 66:1472–92. [aJIMC]Google Scholar
Yuill, N. & Pearson, A. (1998) The development of bases for trait attribution: Children's understanding of traits as causal mechanisms based on desire. Developmental Psychology 34:574–687. [RB]Google Scholar
Zelazo, P. D., Carter, A., Reznick, J. S. & Frye, D. (1997) Early development of executive function: A problem-solving framework. Review of General Psychology 1:1–29. [SH]Google Scholar
Zelazo, P. D. & Frye, D. (1997) Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional action. In: Language structure, discourse, and the access to consciousness, ed. Stamenov, M., pp. 113–53. John Benjamins. [CAM]Google Scholar
Zerwas, S. & Brownell, C. A. (2003) Partners in pretense: Contributions of mothers and peers to early social pretend play. Poster session presented at the biennial meeting of the Society for Research in Child Development, Tampa, FL, April 2003. [SZ]Google Scholar
Zimmer, C. (2003) How the mind reads other minds. Science 300:1079–80. [CEI]Google Scholar