BJDP Implicit and Explicit Theory of Mind
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Podcast Special Issue: Implicit and Explicit Theory of Mind Guest Editors: Dr Jason Low and Dr Josef Perner
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Transcript of BJDP Implicit and Explicit Theory of Mind
Podcast Special Issue: Implicit and Explicit Theory of MindGuest Editors: Dr Jason Low and Dr Josef Perner
Dr Jason LowSenior Lecturer, School of Psychology,Victoria University of Wellington, New Zealand [email protected]
Dr Josef PernerDepartment of Psychology and the Centre for Neurocognitive Research University of Salzburg, Austria [email protected]
Special Issue:Implicit and Explicit Theory of Mind
British Journal of Developmental Psychology Volume 30, issue 1 - March 2012
How children come to understand mental states and how they lead to behaviour.
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Negative Release:
2.5-year-olds succeed at a verbal anticipatory-looking false-belief task Zijing He, Matthias Bolz and Renée Baillargeon
Where will the triangle look for it? Attributing false beliefs to a geometric shape at 17 months Luca Surian and Alessandra Geraci
A cue-based approach to ‘theory of mind’: Re-examining the notion of automaticity Tamsin C. German and Adam S. Cohen
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Positive Gain: Implicit / Explicit: Automatic:
Direct and indirect measures of Level-2 perspective-taking in children and adults Andrew D. R. Surtees, Stephen A. Butterfill and Ian A. Apperly
A cue-based approach to ‘theory of mind’: Re-examining the notion of automaticity Tamsin C. German and Adam S. Cohen
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Positive Gain: Implicit / Explicit: Non-Conceptual:
Do infants have a theory of mind? Hannes Rakoczy
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Positive Gain: Implicit / Explicit: Reasons for acting:
Self-knowledge and knowing other minds: The implicit/explicit distinction as a tool in understanding theory of mind Tillmann Vierkant
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Positive Gain: Causal depth of understanding
Statistical learning as a basis for social understanding in children Ted Ruffman, Mele Taumoepeau and Chris PerkinsChinese preschoolers’ implicit and explicit false-belief understanding Bo Wang, Jason Low, Zhang Jing and Qu QinghuaWhere will the triangle look for it? Attributing false beliefs to a geometric shape at 17 months Luca Surian and Alessandra Geraci2.5-year-olds succeed at a verbal anticipatory-looking false-belief task Zijing He, Matthias Bolz and Renée BaillargeonBreaking the rules: Do infants have a true understanding of false belief? Jessica Yott and Diane Poulin-Dubois
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Positive Gain: Continuity
Continuity from an implicit to an explicit understanding of false belief from infancy to preschool age Claudia Thoermer, Beate Sodian, Maria Vuori, Hannah Perst and Susanne Kristen
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Related Developments: Executive Functions
Chinese preschoolers’ implicit and explicit false-belief understanding Bo Wang, Jason Low, Zhang Jing and Qu Qinghua
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Related Developments: Language
Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction Peter A. de Villiers and Jill G. de Villiers
Bridging the gap between implicit and explicit understanding: How language development promotes the processing and representation of false belief Valerie San Juan and Janet Wilde Astington
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Metacognition and comparative perspective
Do actions speak louder than words? A comparative perspective on implicit versus explicit meta-cognition and theory of mind Justin J. Couchman, Michael J. Beran, Mariana V. C. Coutinho, Joseph Boomer, Alexandria Zakrzewski, Barbara Church and J. David Smith
Special Issue:Implicit and Explicit Theory of Mind
British Journal of Developmental Psychology Volume 30, issue 1 - March 2012.
Dr Jason LowSenior Lecturer, School of Psychology,Victoria University of Wellington, New Zealand [email protected]
Dr Josef PernerDivision Cognition and DevelopmentUniversity of Salzburg, Austria [email protected]
Acknowledgements The Editorial team of BJDP and Wiley-Blackwell Publishers wish to thank Dr Jason Low, Dr Josef Perner and all authors who contributed to this Special Issue and Podcast.
