Longitudinal Theory of Mind (ToM) Development from Preschool to Adolescence with and without ToM Delay

Autor/inn/en	Peterson, Candida C.; Wellman, Henry M.
Titel	Longitudinal Theory of Mind (ToM) Development from Preschool to Adolescence with and without ToM Delay
Quelle	In: Child Development, 90 (2019) 6, S.1917-1934 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13064
Schlagwörter	Theory of Mind; Child Development; Longitudinal Studies; Autism; Deafness; Case Studies; Adolescents; Preschool Children + Suchen Sie Ihr Suchwort? Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Autismus; Gehörlosigkeit; Taubstummheit; Case study; Fallstudie; Case Study; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Longitudinal tracking of 107 three- to-thirteen-year-olds in a cross-sequential design showed a 6-step theory of mind (ToM) sequence identified by a few past cross-sectional studies validly depicted longitudinal ToM development from early to middle childhood for typically developing (TD) children and those with ToM delays owing to deafness or autism. Substantively, all groups showed ToM progress throughout middle childhood. Atypical development was more extended and began and ended at lower levels than for TD children. Yet most children in all groups progressed over the study's mean 1.5 years. Findings help resolve theoretical debates about ToM development for children with and without delay and gain strength and weight via their applicability to three disparate groups varying in ToM timing and sequencing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01