27
University of Groningen The development of theory-of-mind and the theory-of-mind storybooks Blijd-Hoogewys, Els Maria Arsene; Blijd-Hoogeweys, E.M.A. IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2008 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Blijd-Hoogewys, E. M. A., & Blijd-Hoogeweys, E. M. A. (2008). The development of theory-of-mind and the theory-of-mind storybooks. s.n. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 11-06-2021

University of Groningen The development of theory-of-mind ......Understanding other minds. Perspectives from developmental cognitive neuroscience. Second edition. New York: Oxford

  • Upload
    others

  • View
    3

  • Download
    0

Embed Size (px)

Citation preview

  • University of Groningen

    The development of theory-of-mind and the theory-of-mind storybooksBlijd-Hoogewys, Els Maria Arsene; Blijd-Hoogeweys, E.M.A.

    IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite fromit. Please check the document version below.

    Document VersionPublisher's PDF, also known as Version of record

    Publication date:2008

    Link to publication in University of Groningen/UMCG research database

    Citation for published version (APA):Blijd-Hoogewys, E. M. A., & Blijd-Hoogeweys, E. M. A. (2008). The development of theory-of-mind and thetheory-of-mind storybooks. s.n.

    CopyrightOther than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of theauthor(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).

    Take-down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.

    Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons thenumber of authors shown on this cover page is limited to 10 maximum.

    Download date: 11-06-2021

    https://research.rug.nl/en/publications/the-development-of-theoryofmind-and-the-theoryofmind-storybooks(ac069d44-cdeb-40e6-80d7-a8c68ef99128).html

  • REFERENCES

  • References

    166

    Abell, F., Happé, F., & Frith, U. (2000). Do triangles play tricks?

    Attribution of mental states to animated shapes in normal and abnormal

    development. Cognitive Development, 15, 1-16.

    American Psychiatric Association (1994). Diagnostic and statistical manual

    of mental disorders, 4th

    edition (DSM-IV). Washington, DC: American

    Psychiatric Association.

    American Psychiatric Association (2000). Diagnostic and statistical manual

    of mental disorders, 4th

    edition, text revision (DSM-IV-TR).

    Washington, DC: American Psychiatric Association.

    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 (3), 685-687.

    Astington, J.W., & Baird, J.A. (2004). Why language matters for theory of

    mind. International Society for the Study of Behavioural Development

    Newsletter, 45 (1), 7-9.

    Astington, J.W., & Gopnik, A. (1991). Theoretical explanations of

    children’s understanding of the mind. British Journal of Developmental

    Psychology, 9, 7-31.

    Astington, J.W., & Jenkins, J.M. (1995). Theory of mind development and

    social understanding. Cognition and Emotion, 9, 151-165.

    Astington, J.W., & Jenkins, J.M. (1999). A longitudinal study of the relation

    between language and theory of mind development. Developmental

    Psychology, 35, 1311-1320.

    Baron-Cohen, S. (1989a). Theory of mind and autism: A fifteen year

    review. In S. Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.),

    Understanding other minds. Perspectives from developmental cognitive

    neuroscience. Second edition. New York: Oxford University Press.

    Baron-Cohen, S. (1989b). The autistic child’s theory of mind: A case of

    specific developmental delay. Journal of Child Psychology and

    Psychiatry, 30, 285-297.

    Baron-Cohen, S. (1991a). Precursors to a theory of mind: understanding

    attention in others. In A. Whiten (Ed.), Natural theories of mind:

    Evolution, development and simulation of everyday mindreading (p.

    233-251). Oxford: Blackwell.

    Baron-Cohen, S. (1991b). The development of a theory of mind in autism:

    Deviance and delay? Psychiatric Clinics of North America, 14 (1), 33-

    51.

  • References

    167

    Baron-Cohen, S. (1994). How to build a baby that can read minds: cognitive

    mechanisms in mindreading. Cahiers de Psychologie Cognitive/Current

    Psychology of Cognition, 13, 513-552.

    Baron-Cohen, S. (1995). Mindblindness. An Essay on Autism and Theory of

    Mind. Cambridge, MA: MIT Press, fifth printing.

    Baron-Cohen, S. (2000). Theory of mind and autism: a fifteen year review.

    In S. Baron-Cohen, H. Tager-Flusberg, & D.J. Cohen (Eds.),

    Understanding other minds: Perspectives form developmental cognitive

    neuroscience (pp. 3-20). Second edition. Oxford: Oxford University

    Press.

    Baron-Cohen, S. (2001a). Theory of Mind in normal development and

    autism. Prisme, 34, 174–183.

    Baron-Cohen, S. (2001b). Theory of Mind and autism: A review.

    International Review of Research in Mental Retardation, 23 [Special

    issue 169].

    Baron-Cohen, S., Allen, J., & Gillberg, C. (1992). Can autism be detected at

    18 months? The needle, the haystack, and the CHAT. British Journal of

    Psychiatry, 161, 839-843.

    Baron-Cohen, S., & Goodhart, F. (1994). The “seeing leads to knowing”

    deficit in autism: the Pratt and Bryant probe. British Journal of

    Developmental Psychology, 12, 397-402.

    Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997a).

    Another advanced test of theory of mind: Evidence from very high

    functioning adults with autism or Asperger Syndrome. Child

    Psychology and Psychiatry, 38, 813-822.

    Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child

    have a “theory of mind”? Cognition, 21, 37-46.

    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(5), 407-418.

    Baron-Cohen, S., & Ring, H. (1994). A model of the mindreading system:

    Neuropsychological and neurobiological perspectives. In C. Lewis & P.

    Mitchell (Eds.), Children’s Early Understanding of Mind: Origins and

    Development (pp. 183-207). Hillsdale, NJ: Lawrence Erlbaum

    Associates.

    Baron-Cohen. S., & Swettenham, J. (1997). Theory of mind in autism: Its

    relationship to executive function and central coherence. In D. Cohen &

  • References

    168

    F. Volkmar (Eds.), Handbook of Autism and Pervasive Developmental

    Disorders (2nd Edition). New York: John Wiley & Sons.

    Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (1993). The

    impairment of ToMM: some issues. In S. Baron-Cohen, H. Tager-

    Flusberg & D.J. Cohen, Understanding other minds. Perspectives form

    autism, pp. 102-105. Oxford University Press.

    Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D.J. (2000). Understanding

    other minds. Perspectives from developmental cognitive neuroscience

    (2nd Edn.). Oxford: Oxford University Press.

    Baron-Cohen, S., Wheelwright, S., & Hill, J. (2001). The “Reading the

    Mind in the Eyes” test revised version: A study with normal adults, and

    adults with Asperger syndrome or high-functioning autism. Journal of

    Child Psychology and Psychiatry, 42, 241-251.

    Baron-Cohen, S., Wheelwrigth, S., & Joliffe, T. (1997b). Is there a

    “language of the eyes”? Evidence from normal adults and adults with

    autism or Asperger’s syndrome. Visual Cognition, 4, 311-331.

    Bartels, A. (ongoing). Provisional title: Auditory hallucinations in children.

    University of Groningen

    Bartsch, K. (1996). Between desires and beliefs: Young children’s action

    predictions. Child development, 67, 1671-1685.

    Bartsch, K., & Wellman, H.M. (1989). Young children’s attribution of

    action to belief and desires. Child Development, 60, 946-964.

    Bassano, D. & van Geert, P. (2007). Modeling continuity and discontinuity

    in utterance length: A quantitative approach to changes, transitions and

    intra-individual variability in early grammatical development.

    Developmental Science, 10(5), 588-612.

    Beaumont, R., & Newcombe, P. (2006). Theory of mind and central

    coherence in adults with high-functioning autism or Asperger

    syndrome. Autism, 10 (4), 365-382.

    Birch, S.A.J., & Bloom, P. (2004). Understanding children’s and adult’s

    limitations in mental state reasoning. Trends in Cognitive Sciences, 8

    (6), 255-260.

    Blijd-Hoogewys, E.M.A., Serra, M., Geert, P.L.C. van, & Minderaa, R.B.

    (2002). Theory of Mind: denken over denken, willen en voelen. De

    ontwikkeling van een nieuwe test voor kinderen [Theory of mind:

    thinking about thinking, wanting and feeling. The development of a

    new test for children]. Wetenschappelijk Tijdschrift Autisme, 3 (1), 4-

    13.

  • References

    169

    Blijd-Hoogewys, E.M.A., Van Geert, P.L.C., Serra, M., & Minderaa, R.B.

    (2008). Measuring theory of mind in children. Psychometric properties

    of the ToM storybooks. Journal of Autism and Developmental

    Disorders, online version.

    Blijd-Hoogewys, E.M.A., Van Geert, P.L.C., Timmerman, M.E., Serra, M.,

    & Minderaa, R.B. (submitted a). Norming the ToM Storybooks: A

    comparison between two methods.

    Blijd-Hoogewys, E.M.A., Van Geert, P.L.C., Serra, M., & Minderaa, R.B.

    (submitted b). Discontinuous Paths in the Development of Theory-of-

    Mind. A nonlinear dynamic growth modeling approach.

    Blijd-Hoogewys, E.M.A., Van Geert, Serra, M., & Minderaa, R.B.

    (submitted c). Temporal patterns in the development of theory of mind.

    A longitudinal study in children with PDD-NOS.

    Bloom, P., & German, T.P. (2000). Two reasons to abandon the false belief

    task as a test of theory of mind. Cognition, 77, B25-B31.

    Bowler, D.M. (1992). ”Theory of Mind” in Asperger’s Syndrome. Journal

    of Child Psychology and Psychiatry, 33 (5), 877-893.

    Braams, O. (ongoing). Provisional title dissertation: Social cognition in

    children before and after epilepsy surgery: A study of Theory of Mind.

    Doctoral Dissertation: University of Utrecht.

    Brainerd, C.J. (2004). Dropping the other U: An alternative approach to U-

    shaped developmental functions. Journal of Cognition and

    Development, 5, 81-88.

    Brent , E., Rios, P., Happé, F., & Charman, T. (2004). Performance of

    children with autism spectrum disorder on advanced theory of mind

    tasks. Autism, 8 (3), 283-299.

    Brocki, K.C., & Bohlin, G. (2004). Executive functions in children aged 6 to

    13: A dimensional and developmental study. Developmental

    Neuropsychology, 26(2), 571–593.

    Buitelaar, J.K., & van der Gaag, R.J. (1998). Diagnostic rules for children

    with pdd-nosand multiple complex developmental disorder. Journal of

    Child Psychology and Psychiatry, 39, 911-920.

    Buitelaar, J. K., van der Wees, M., Swaab-Barneveld, H., & van der Gaag,

    R. J. (1999). Theory of mind and emotion-recognition functioning in

    autistic spectrum disorders and in psychiatric control and normal

    children. Development and Psychopathology, 11, 39-58.

    Burack, J.A. (1992). Debate and argument: Clarifying developmental issues

    in the study of autism. Journal of Child Psychology and Psychiatry, 33

    (3), 617-621.

  • References

    170

    Butterworth, G. (1991). The ontogeny and phylogeny of joint visual

    attention. In A. Whiten (Ed.), Natural theories of mind. Oxford: Basil

    Blackwell.

    Butterworth, G. (1994). Theory of mind and the facts of embodiment. In C.

    Lewiss & P. Mitchell (Eds.), Children’s early understanding of mind:

    Origin and development (pp. 115-132). Hove: Lawrence Erlbaum.

    Butterworth, G.E., & Light, P. (1982). Social cognition: studies of the

    development of understanding. Brighton : Harvester Press.

    Callaghan, T., Rochat, P., Lillard, A., Claux, M.L., Odden, H., Itakura, S.,

    Tapanya, S., & Singh, S. (2005). Synchrony in the onset of mental-state

    reasoning: evidence from five cultures. Psychological Science, 16 (5),

    378-384.

    Carlson, S.M., & Moses, L.J. (2001). Individual differences in inhibitory

    control and children’s theory of mind. Child Development, 72, 1032-

    1053.

    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.

    Carpendale, J.I., & Chandler, M.J. (1996). On the distinction between false

    belief understanding and subscribing to an interpretive theory of mind.

    Child Development, 67, 1686-1706.

    Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C.

    (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 (4).

    Carruthers, P. (1996). Simulation and self-knowledge: a defence of theory-

    theory. In P. Carruthers & P.K. Smith (Eds.), Theories of theories of

    mind (pp. 22-38). Cambridge University Press.

    Case, R. (1991). The mind's staircase: Exploring the conceptual

    underpinnings of children's thought and knowledge. Hillsdale, N.J.:

    Erlbaum.

    Cashon, C.H., & Cohen, L.B. (2004). Beyond U-shaped development in

    infants' processing of faces: An information-processing account.

    Journal of Cognition & Development, 5, 59-80.

    Cattell, R. B. (1966). The meaning and strategic use of factor analysis. In:

    R. B. Cattell (Ed.), Handbook of multivariate experimental psychology

    (pp. 174–243). Chicago: Rand McNally.

  • References

    171

    Chakrabarti & Fombonne (2001). Pervasive developmental disorders in

    preschool children. Journal of the American Medical Association, 285

    (24), 3093-3099.

    Charman, T., Carroll, F., & Sturge, C. (2001). Theory of mind, executive

    function and social competence in boys with ADHD. Emotional and

    Behavioural Difficulties, 6 (1), 31-49.

    Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender

    difference in false belief development ? Social Development, 11(1), 1-

    10.

    Cheng, Y.W., Tzeng, O.J.L., Decety, J., lmada, T., & Hsieh, J.C. (2006).

    Gender differences in the human mirror system: A

    magnetoencephalography study. Neuroreport: For Rapid

    Communication of Neuroscience Research, 17, 1115-1119.

    Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd

    ed.). New York: Academic Press.

    Colle, L., Baron-Cohen, S., & Hill, J. (2007). Do children with autism have

    a theory of mind? A non-verbal test of autism vs. specific language

    impairment. Journal of Autism and Developmental Disorders, 37 (4),

    716–723.

    Colonnesi, C. (2005). The emergence of a theory of mind from infancy to

    childhood: related abilities at 12, 15 and 39 months of age.

    Dissertation: Universitá di Roma ‘La Sapienza’.

    Connellan, J., Baron-Cohen. S., Wheelwright, S., Batki, A., & Ahluwalia, J.

    (2000). Sex differences in human neonatal social perception. Infant

    Behavior & Development, 23, 113–118.

    Corcoran, R., Cahill, C., & Frith, U. (1997). The appreciation of visual jokes

    in people with schizophrenia: A study of ‘mentalizing’ ability.

    Schizophrenia Research, 24, 319-327.

    Cutting, A.L., & Dunn, J. (1999). Theory of mind, emotion understanding,

    language, and family background: Individual differences and

    interrelations. Child Development, 70 (4), 853-865.

    Dahlgren, S., & Trillingsgaard, A. (1996). Theory of mind in non-retarded

    children with autism and Asperger’s syndrome: A research note.

    Journal of Child Psychology and Psychiatry, 37, 759-763.

    Demorest, A., Meyer, C., Phelps, E., Gardner, H., Winner, E. (1984). Words

    speak louder than actions: understanding deliberately false remarks.

    Child Development, 55, 1527–1534.

    De Villiers, J. (2000). Language and theory of mind: What are the

    developmental relationships? In S. Baron-Cohen, H. Tager-Flusberg, &

  • References

    172

    D. Cohen (Eds.), Understanding other minds: Perspectives from autism

    and developmental cognitive neuroscience (2nd Edn.), pp. 83-123.

    Oxford: Oxford University Press.

    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, 1037-1060.

    Demetriou, A., & Raftopoulos, A. (2004). Cognitive developmental change:

    Theories, models and measurement. Cambridge (UK): Cambridge

    University Press.

    Dissanayake, C., & Macintosh, K. (2003). Mind reading and social

    functioning in children with autistic disorder and Asperger’s disorder. In

    B. Repacholi & V. Slaughter, Individual differences in theory of mind.

    Implications for typical and atypical development (pp. 213-240). Hove:

    Psychology Press.

    Douma-Slothouber, G., Lamers-Winkelman, F., Serra, M., Blijd-Hoogewys,

    E.M.A., & Dijkstra, S. (submitted). Theory of mind and trauma

    treatment.

    Dyer, J.R., Shatz, M., & Wellman, H.M. (2000). Young children’s

    storybooks as a source of mental state information. Cognitive

    Development, 15, 17-37.

    Eisenmajer, R., & Prior, M. (1991). Cognitive linguistic correlates of

    ‘theory of mind’ ability in autistic children. British Journal of

    Developmental Psychology, 9, 351-364.

    Fabio, R.A. (2005). Dynamic assessment of intelligence is a better reply to

    adaptive behavior and cognitive plasticity. The Journal of General

    Psychology, 132(1), 41-64.

    Feinman, S. (1992). Social referencing and the social construction of reality

    in infancy. New York: Plenum.

    Feldman, D.H., & Benjamin, A.C. (2004). Going backward to go forward:

    The critical role of regressive movement in cognitive development.

    Journal of Cognition & Development, 5, 97-102.

    Feshbach, N. D. (1982). Sex differences in empathy and social behavior in

    children. In N. Eisenberg, The development of prosocial behavior (pp.

    315-338). New York: Academic Press.

    Filipek, P.A., Accardo, P.J., Baranek, G.T. et al. (1999). The screening and

    diagnosis of autistic spectrum disorders. Journal of Autism and

    Developmental Disorders, 29 (6), 439-484.

  • References

    173

    Fischer, K.W. (1980). A theory of cognitive development: The control and

    construction of hierarchies of skills. Psychological Review, 87, 477-

    531.

    Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action,

    thought, and emotion. In W. Damon & R. M. Lerner (Eds.), Handbook

    of child psychology: Theoretical models of human development (6th ed.,

    Vol. 1, pp. 313-399). New York: Wiley.

    Fischer, K.W., & Rose, S.P. (1994). Dynamic development of coordination

    of components in brain and behavior: A framework for theory and

    research. In G.Dawson & K. W. Fischer (Eds.), Human behavior and

    the developing brain (pp. 3-66). New York, NY, US: Guilford Press.

    Fisher, N., Happé, F., & Dunn, J. (2005). The relationship between

    vocabulary, grammar, and false belief task performance in children with

    autistic spectrum disorders and children with moderate learning

    difficulties. Journal of Child Psychology and Psychiatry, 46 (4), 409-

    419.

    Flavell, J.H. (1992). Perspectives on perspective taking. In H. Beilin & P.

    Pufall (Eds.), Piaget’s Theory: Prospects and Possibilities (pp. 107.39).

    Hillsdale, NJ: Erlbaum.

    Flavell, J.H., Miller, P.H., & Miller, S. (1993). Cognitive development

    (pp.100-116). Englewood Cliffs, NJ: Prentice Hall.

    Fodor, J.A. (1983). The modularity of mind. Cambridge, MA: MIT Press.

    Fodor, J.A. (1992). A theory of the child’s theory of mind. Cognition, 44,

    283-296.

    Fombonne. E. (2003). Epidemiological surveys of autism and other

    pervasive developmental disorders: An update. Journal of Autism and

    Developmental Disorders, 33 (4), 365 – 382.

    Fombonne, E., Siddons, F., Achard, S., Frith, U., & Happé, F. (1994).

    Adaptive behaviour and theory of mind in autism. European Child and

    Adolescent Psychiatry, 3, 176-186.

    Franco, F. (1997). The development of meaning in infancy: Early

    communication and understanding people. In S. Hala (Ed.), The

    development of social cognition (pp. 189-240). Have: Psychology Press.

    Friend, M. (2004). On the implications of curvilinear trajectories for

    cognitive development. Journal of Cognition & Development, 5, 103-

    108.

    Frith, U., & Frith, C.D. (2003). Development and neurophysiology of

    mentalizing. Philosophical Transactions of the Royal Society of

    London: Biological Sciences, 358, 459-473.

  • References

    174

    Frith, U., & Happé, F. (1999). Theory of mind and self-consciousness: What

    is it like to be autistic? Mind & Language, 14(1), 82-89.

    Frith, U., Happé, F., & Siddons, F. (1994). Autism and theory of mind in

    everyday life. Social development, 3, 2, 108-124.

    Frith, U., & Hill, E. (2003). Autism: mind and brain. Oxford: The Royal

    Society.

    Frith, U., Morton, J., & Leslie, A. (1991). The cognitive basis of a

    biological disorder: Autism. Trends in Neuroscience, 14, 433-438.

    Gallese, V. (2006). Intentional attunement: A neurophysiological

    perspective on social cognition and its disruption in autism. Brain

    Research, 1079, 15-24.

    Gallese, V. (2007). Before and below ‘theory of mind’: embodied

    simulation and the neural correlates of social cognition. Philosophical

    Transactions of the Royal Society of London. Series B, Biological

    sciences, 1480 (362), 659-669.

    Garfield, J.L., Peterson, C.C., & Perry, T. (2001). Social cognition,

    language acquisition and the development of the theory of mind. Mind

    & Language, 16 (5), 494-541.

    German, T.P., & Leslie, A.M. (2000). Attending to and learning about

    mental states. In P. Mitchell & K.J. Riggs (Eds.), Children’s reasoning

    and the mind (pp. 229-252). Hove: Psychology Press LTD.

    Gershkoff-Stowe, L., & Thelen, E. (2004). U-shaped changes in behavior: A

    dynamic systems perspective. Journal of Cognition and Development,

    5, 11-36.

    Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Brief report: A

    theory-of-mind-based social-cognition training program for school-aged

    children with pervasive developmental disorders: An open study of its

    effectiveness. Journal of Autism and Developmental Disorders, 36 (4),

    567-571.

    Gillmore, R. (1981). Catastrophe theory for scientists and engineers. New

    York: Wiley.

    Good, P. I. (2001). Resampling methods: A practical guide to data analysis

    (second edition). Boston: Birkhäuser.

    Gopnik, A. (1993). How we know our own minds: The illusion of first-

    person knowledge of intentionality. Brain and Behavioral Sciences, 16,

    1-14.

    Gopnik, A. (2003). The theory theory as an alternative to the innateness

    hypothesis. In L. Antony & N. Hornstein (Eds.), Chomsky and his

    Critics. New York: Basil Blackwell.

  • References

    175

    Gopnik, A., & Astington, J. (1988). Children's understanding of

    representational change and its relation to the understanding of false

    belief and the appearance-reality distinction. Child Development, 59,

    26-37.

    Gopnik, A., & Meltzoff, A.N. (1994). Minds, bodies, and persons: young

    children’s understanding of the self and others as reflected in

    imitation and theory of mind research. In S.T. Parker, R.W. Mitchell,

    & M.L. Boccia (Eds.), Self awareness in animals and humans (pp.

    166-186). New York: Cambridge University Press.

    Gopnik, A., & Wellman, H.M. (1992). Why the child’s theory of mind

    really is a theory. Mind and Language, 7, 145-171.

    Gordon, R.M. (1992). The simulation theory: Objections and

    misconceptions. Mind and language, 7, 11-34.

    Gordon, R.M. (1996). ‘Radical’ simulationism. In P. Carruthers & P.K.

    Smith (Eds.), Theories of theories of mind (pp. 11-21). Cambridge

    University Press.

    Gordts, L., & Nys, J. (in preparation). Theory of mind in children with an

    autism spectrum disorder and an intellectual disability. Unpublished

    masther thesis: Catholic University of Leuven.

    Grigorenko, E.L., & Sternberg, R.J. (1998). Dynamic testing. Psychological

    Bulletin, 124, 75-111.

    Hadjikhani, N., Joseph, R.M., Snyder, J., & Tager-Flusberg, H. (2006).

    Anatomical differences in the mirror neuron system and social

    cognition network in autism. Cerebral Cortex, 16, 1276-1282.

    Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1996). Can we teach

    children with autism to understand emotions, belief, or pretense?

    Development and Psychopathology, 8, 345-365.

    Hadwin, J.A., & Perner, J. (1991). Pleased and surprised: Children’s

    cognitive theory of emotion. British Journal of Developmental

    Psychology, 9, 215-234.

    Hala, S., & Carpendale, J. (1997). All in the mind: Children’s understanding

    of mental life. In S. Hala (Ed.), The development of social cognition

    (pp. 189-239). Hove: Psychology Press.

    Halpern, D.F. (2000). Sex differences in cognitive abilities (3rd

    Ed.).

    Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    Hamilton, A. F. de C., Brindley, R.M., & Frith, U. (2007). Imitation and

    action understanding in autistic spectrum disorders: How valid is the

    hypothesis of a deficit in the mirror neuron system? Neuropsychologia,

    45 (8), 1859-1868.

  • References

    176

    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 ( 2), 129-154.

    Happé, F. (1995). The role of age and verbal ability in the theory-of-mind

    taks performance of subjects with autism. Child Development, 66, 843-

    855.

    Härdle, W. (1991). Smoothing techniques (with implementation in S). New

    York: Springer Verlag.

    Harris, P.L. (1989). Children and emotion. The development of

    psychological understanding. Oxford: Basil Blackwell.

    Harris, P.L. (1992). From simulation to folk psychology: The case for

    development. Mind and Language, 7, 120-144.

    Harris, P.L., Olthof, T., Meerum-Terwogt, M., & Hardman, C.E. (1987).

    Children’s knowledge of the situations that provoke emotion.

    International Journal of Behavioral Development, 10(3), 319-343.

    Hartelman, P. A., van der Maas, H. L. J., & Molenaar, P. C. M. (1998).

    Detecting and modelling developmental transitions. British Journal of

    Developmental Psychology, 16, 97-122.

    Hartman, C.A., Luteijn, E.F., Serra, M., & Minderaa, R.B. (2006).

    Refinement of the children’s social behavior questionnaire (CSBQ): an

    instrument that describes the diverse problems seen in milder forms of

    PDD. Journal of Autism and Developmental Disorders, 36 (3), 325-

    342.

    Hartman, C. A., Luteijn, E. F., Moorlag, H., De Bildt, A. & Minderaa, R. B

    (2007). VISK: Vragenlijst voor Inventarisatie van Sociaal Gedrag van

    Kinderen, herziene handleiding. [CSBQ: The Children’s Social

    Behavior Questionnaire, revised manual]. Harcourt test publishers:

    Amsterdam.

    Heavey, L., Phillips, W., Baron-Cohen, S., & Rutter, M. (2000). The

    awkward moment test: A naturalistic measure of social understanding

    in autism. Journal of Autism and Developmental Disorders, 30, 225–

    236.

    Hermelin, B., & O’Connor, N. (1985). Logico-affective states and non-

    verbal language. In E. Schopler and G. Mesibov (Eds), Communication

    problems in autism. New York: Plenum Press.

    Hill, E.L., & Frith, U. (2004). Understanding autism: insights from mind

    and brain. In U. Frith & E. Hill, Autism: Mind and Brain. New York:

    Oxford University Press.

  • References

    177

    Hoogewys, E.M.A., van Geert, P.L.C., & Serra, M. (1999). Dutch

    translation of the Vineland Adaptive Behavior Scales: supplementary

    items. Groningen: Rijksuniversiteit Groningen.

    Holroyd, S., & Baron-Cohen, S. (1993). Brief report: How far can people

    with autism go in developing a theory of mind? Journal of Autism and

    Developmental Disorders, 23 (2), 379-385.

    Hosenfeld, B., van der Maas, H. L. J., & van den Boom, D. C. (1997).

    Indicators of discontinuous change in the development of analogical

    reasoning. Journal of Experimental Child Psychology, 64, 367-395.

    Hughes, C., Adlam, A., Happé, F., Jackson, J., Taylor, A., & Caspi, A.

    (2000). Good test-retest reliability or standard and advanced false belief

    tasks across a wide range of abilities. Journal of Child Psychology and

    Psychiatry, 41, 483-490.

    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 (2), 143-

    160.

    Hughes, C., & Dunn, J. (1998). Understanding mind and emotion:

    Longitudinal associations with mental-state talk between young friends.

    Developmental Psychology, 34, 1026-1037.

    Iacoboni, M., & Dapretto, M. (2006). The mirror neuron system and the

    consequences of its dysfunction. Nature Reviews Neuroscience, 7, 942-

    951.

    Jollife, T., & Baron-Cohen, S. (1999). The Strange Stories test: A

    replication with high functioning adults with autism or Asperger

    syndrome. Journal of Autism and Developmental Disorders, 29, 395-

    406.

    Joseph, R.M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and

    social-communicative functioning in children with autism spectrum

    disorder. Journal of Child Psychology and Psychiatry, 43(6), 807-821.

    Kaiser, H. F. (1960). The application of electronic computers to factor

    analysis. Educational and Psychological Measurement, 20, 141–151.

    Kaland, N., Møller-Nielsen, A., Callesen, K., Lykke Mortensen, E.,

    Gottlieb, D., & Smith, L. (2002). A new ‘advanced’ test of theory of

    mind: Evidence from children and adolescents with Asperger

    syndrome. Journal of Child Psychology and Psychiatry, 43(4),517–528.

    Kaland, N., Møller-Nielsen, A., Smith, L., Lykke Mortensen E., Callesen,

    K. & Gottlieb, D. (2005). The Strange Stories test. A replication study

  • References

    178

    of children and adolescents with Asperger syndrome. Journal of the

    European Child & Adolescent Psychiatry, 14(2), 73-82.

    Kaland, N., Smith, L., & Mortensen, E.L. (2007). Response times of

    children and adolescents with Asperger syndrome on an ‘advanced’ test

    of theory of mind. Journal of Autism and Developmental Disorders, 37

    (2), 197-209.

    Kaufman, A.S., & Kaufman, N.L. (1983). Kaufman assessment battery for

    children. Interpretive manual. Circle Pines (Minnesota): American

    Guidance Service.

    Keysers, C., & Gazzola, V. (2007). Integrating simulation and theory of

    mind: from self to social cognition. Trends in Cognitive Sciences, 11

    (5), 194-196.

    Kiers, H.A.L. & Ten Berge, J.M.F. (1994). Hierarchical relations between

    methods for simultaneous component analysis and a technique for

    rotation to a simple simultaneous structure. British Journal of

    Mathematical and Statistical Psychology, 47, 109-126.

    Kleinman, J., Marciano, P.L., & Ault, R.L. (2001). Advanced theory of

    mind in high-functioning adults with autism. Journal of Autism and

    Developmental Disorders, 31 (1), 29-36.

    Klin, A. (2000). Attributing social meaning to ambiguous visual stimuli in

    higher functioning autism and Asperger syndrome: the social attribution

    task. Journal of Child Psychology and Psychiatry, 41, 831-846.

    Klin, A., Jones, W., Schultz, R., & Volkmar, F. (2004). The enactive mind,

    or from actions to cognition: lessons from autism. In U. Frith & E. Hill,

    Autism: Mind and Brain. New York: Oxford University Press.

    Kobayashi, C., Glover, G.H., & Temple, E. (2007). Children's and adults'

    neural bases of verbal and nonverbal `theory of mind'.

    Neuropsychologia, 45, 1522-1532.

    Kraijer, D. (2004). Autisme spectrumstoornissen en verstandelijke

    beperking [Autism spectrum disorders and mental retardation].

    Amsterdam: Harcourt, pp. 154-158.

    Kwant, L.P. (ongoing). Provisional title dissertation: Supporting social and

    emotional development in young children (4 - 6 years old) through

    picture books. University of Groningen.

    Lalonde, C.E., & Chandler, M.J. (2002). Children’s understanding of

    interpretation. New Ideas in Psychology, 20, 163-198.

    Leekam, S. (1993). Children’s understanding of mind. In M. Bennet (Ed.),

    The child as psychologist. An introduction of social cognition (pp. 26-

    61). Hemel Hempstead: Harvester Wheatsheaf.

  • References

    179

    Lepage, J.F., & Théoret, H. (2006). EEG evidence for the presence of an

    action observation-execution matching system in children. European

    Journal of Neuroscience, 23, 2505-2510.

    Leslie, A. (1987). Pretence and reperesentation: the origins of ‘theory of

    mind’. Psychological Review, 94, 412-426.

    Leslie, A.M. (1992). Pretense, autism, and the “theory of mind” module.

    Current Directions in Psychological Science, 1, 18-21.

    Leslie, A.M. (2000). How to acquire a ‘representational theory of mind’. In

    D. Sperber (Ed.), Metarepresentations: A multidisciplinary perspective

    (pp. 197-223). Oxford, U.K.: Oxford University Press.

    Leslie, A.M., & Frith, U. (1988). Autistic children’s understanding of

    seeing, knowing and believing. British Journal of Developmental

    Psychology, 6, 315-324.

    Leslie, A.M., Friedman, O., & German, T.P. (2004). Core mechanisms in

    ‘theory of mind’. Trends in Cognitive Sciences, 8 (12), 528-533.

    Lieberman, M.D. (2007). Social cognitive neuroscience: A review of core

    processes. Annual Review of Psychology, 58, 259-289.

    Lingam, R., Simmons, A., Andrews, N., Miller, E., Stowe, J., & Taylor, B.

    (2003). Prevalence of autism and parentally reported triggers in a north

    east London population. Archives of Disease in Childhood, 88, 666-

    670.

    Lohmann, H., & Tomasello, M. (2003). The role of language in the

    development of false belief understanding: A training study. Child

    Development, 74, 1130-1144.

    Luotonen, M. (1995). Early speech development, articulation and reading

    ability up to the age of 9. Folia Phoniatrica et Logopaedica, 47(6), 310-

    317.

    Luteijn, E.F., Luteijn, F., Jackson, A.E., Volkmar, F.R., & Minderaa, R.B.

    (2000). The children’s Social Behavior Questionnaire for milder

    variants of PDD problems: Evaluation of the psychometric

    characteristics. Journal of Autism and Developmental Disorders, 30,

    317-330.

    Luteijn, E.F., Minderaa, R.B., & Jackson, A.E. (2002). Vragenlijst voor

    Inventarisatie van Sociaal gedrag bij Kinderen, Handleiding [The

    Children’s Social Behavior Questionnaire, Manual]. Lisse: Swets &

    Zeitlinger.

    Manly, B.F.J. (2007). Randomization, bootstrap and monte carlo methods in

    Biology (third edition). Boca Raton: Chapman and Hall.

  • References

    180

    Marcovitch, S., & Lewkowicz, D.J. (2004). U-Shaped functions: Artifact or

    hallmark of development? Journal of Cognition & Development, 5,

    113-118.

    Marcus, G.F. (2004). What's in a U? The shapes of cognitive development.

    Journal of Cognition and Development, 5, 119-122.

    Marschark, M., Green, V., Hindmarsh, G., & Walker, S. (2000).

    Understanding theory of mind in children who are deaf. Journal of

    Child Psychology and Psychiatry, 41 (8), 1067-1073.

    Mayes, L., Volkmar, F., Hooks, M., & Cicchetti, D. (1993). Differentiating

    pervasive developmental disorder not otherwise specified from autism

    and language disorders. Journal of Autism and Developmental

    Disorders, 23, 79-90.

    Meerum Terwogt, M., & Harris, P.L. (1993). Understanding of emotion. In

    M. Bennet (Ed.), The child as psychologist. An introduction to the

    development of social cognition (pp. 62-86). Hemel Hempstead:

    Harvester Wheatsheaf.

    Meindertsma, H. (2007). Neuropsychologie binnen de diagnostiek van

    autisme: Theory of Mind, executieve functies, sensoriek en motoriek

    [Neuropsychology within the diagnosis of autism: Theory of Mind,

    executive, sensory and motor functioning]. Unpublished master’s

    thesis, University of Groningen.

    Meltzoff, A.N. (1995). Understanding the intentions of others: Re-

    enactment of intended acts by 18-month-old children. Developmental

    Psychology, 31, 838-850.

    Meltzoff, A.N., & Moore, M.K. (1977). Imitation of facial and manual

    gestures by human neonates. Science, 198, 75-78.

    Meltzoff, A.N., & Moore, M.K. (1983). Newborn infants imitate adult facial

    gestures. Child Development, 54, 702-719.

    Mitchell, P. (1997). Introduction to theory of mind. Children, autism and

    apes. Londen: Arnold.

    Molina, P., & Bulgarelli, D. (2007) The Italian validation of the ToM

    Storybooks. Final Report of PRIN 2005 Grant. University of Turin.

    Molina, P., & Bulgarelli, D. (in press). La distinzione fra fisico e mentale in

    età prescolare e scolare: alcuni dati dal test ToM Storybooks [The

    mental-physical distinction in pre-schoolers and schoolers: data from

    the ToM Storybooks]. In C. Fiorilli & O. Albanese (Eds.), La fiducia

    dei bambini nella testimonianza degli adulti [Children's trust on adults'

    testimony], Azzano san Paolo (BG), Junior.

  • References

    181

    Molina, P., Bulgarelli, D. & Arati, L. (2008) Andamento di sviluppo delle

    risposte dei bambini al TEC e al ToM Storybooks: uno studio di

    validità concorrente [Developmental trend in children's responses to the

    TEC and the ToM Storybooks: a study on concurrent validity]. In O.

    Albanese & P. Molina. (Eds.), Lo sviluppo della comprensione delle

    emozioni e la sua valutazione. La standardizzazione italiana del Test di

    Comprensione delle Emozioni (TEC) [The development of the emotion

    comprehension and its evaluation. The Italian standardization of the

    Test of Emotion Comprehension]. Milano, Unicopli.

    Mundy, P., & Neal, R. (2000). Neural plasticity, joint attention and autistic

    developmental pathology. In International review of research in mental

    retardation, vol. 23 (ed. L. Glidden), pp. 141-168. New York:

    Academic Press.

    Muris, P., Steerneman, P., Meesters, C., Merckelbach, H., Horselenberg, R.,

    van den Hogen, T., & van Dongen, L. (1999). The TOM Test : A new

    instrument for assessing theory of mind in normal children and children

    with pervasive developmental disorders. Journal of Autism and

    Developmental Disorders, 29 (1), 67-80.

    Muris, P., Steerneman, P., & Merckelbach, H. (1997). Difficulties in the

    understanding of false belief: specific to autism and other pervasive

    developmental disorders? Psychological Reports, 81, 51-57.

    Namy, L.L., Campbell, A.L., & Tomasello, M. (2004). The changing role of

    iconicity in non-verbal symbol learning: A U-shaped trajectory in the

    acquisition of arbitrary gestures. Journal of Cognition & Development,

    5, 37-57.

    Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd

    ed.).

    New York: McGraw-Hill.

    Oberman, L. M., & Ramachandran, V. S. (2007). The simulating social

    mind: The role of the mirror neuron system and simulation in the social

    and communicative deficits of autism spectrum disorders.

    Psychological Bulletin, 133, 310-327.

    Ozonoff, S., & McEvoy, R.E. (1994). A longitudinal study of executive

    function and theory of mind development in autism. Developmental

    Psychopathology, 6, 415-431.

    Ozonoff, S., Rogers, S., & Pennington, B. (1991). Asperger’s syndrome:

    Evidence of an empirical distinction from high-functioning autism.

    Journal of Child Psychology and Psychiatry, 32, 1107-1122.

  • References

    182

    Papp, S. (2006). A relevance-theoretic account of the development and

    deficits of theory of mind in normally developing children and

    individuals with autism. Theory Psychology, 16(2): 141–161.

    Parker, R., & Hagan-Burke, S. (2007). Useful effect size interpretations for

    single case research. Behavior Therapy, 38(1), 95-105.

    Paul, R., Miles, S., Cicchetti, D., Sparrow, S., Klin, A., Volkmar, F., Coflin,

    M., & Booker, S. (2004). Adaptive behaviour in autism and pervasive

    developmental disorder - not otherwise specified: Microanalysis of

    scores on the Vineland adaptive behaviour scales. Journal of Autism

    and Developmental Disorders, 34(2), 223-228.

    Perner, J. (1988). Developing semantics for theories of mind: From

    propositional attitudes to mental representation. In J. Astington, P.L.

    Harris, & D. Olson (Eds.), Developing theory of mind (pp. 141-172).

    Cambridge: Cambridge University Press.

    Perner, J. (1991). Understanding the representational mind. Cambridge,

    MA: MIT Press.

    Perner, J. (1993). The theory of mind deficit in autism: Rethinking the

    metarepresentational theory. In S. Baron-Cohen, H. Tager-Flusberg, &

    D. Cohen (Eds.), Understanding other minds: Perspectives from autism

    (pp. 112-137). Oxford: Oxford University Press.

    Perner, J. (1995). The many faces of belief: Reflections on Fodor’s and the

    child’s theory of mind. Cognition, 57, 241-269.

    Perner, J., Frith, U., Leslie, A.M., & Leekam, S.R. (1989). Exploration of

    the autistic child’s theory of mind: Knowledge, belief, and

    communication. Child Development, 60, 689-700.

    Perner, J., Leekam, S., & Wimmer, H. (1987). Three-year-old’s difficulty

    with false belief: The case for conceptual deficit. British Journal of

    Developmental Psychology, 5, 125-137.

    Perner, J., & Wimmer, H. (1985). ‘John thinks that Mary thinks that …’

    Attribution of second-order beliefs by 5-10 year old children. Journal of

    Experimental Child Psychology, 39, 437-471.

    Peterson, C.C., Wellman, H.M., & Liu, D. (2005). Steps in theory-of-mind

    development for children with deafness of autism. Child Development,

    76(2), 502-517.

    Piaget, J. (1929). The child’s conception of the world. London: Routledge

    and Kegan Paul.

    Pillow, B.H. (1989). Early understanding of perception as a source of

    knowledge. Journal of Experimental Child Psychology, 47, 116-129.

  • References

    183

    Ponnet, K., Buysse, A., Roeyers, H., & De Corte, K. (2005). Empathic

    accuracy in adults with a pervasive developmental disorder during an

    unstructured conversation with a typically developing stranger. Journal

    of Autism and Developmental Disorders, 35 (5), 585-600.

    Pons, F., & Harris, P. (2000). Test of Emotion Comprehension - TEC.

    Oxford: University of Oxford.

    Pratt, C., & Bryant, P. (1990). Young children understand that looking leads

    to knowing (so long as they are looking into a single barrel). Child

    development, 61, 973-982.

    Premack, D., & Woodruff, G. (1978). Does the chimpanzee have 'theory-of-

    mind'? Behaviour and Brain Sciences, 4, 515-526.

    Preston, S.D., & de Waal, F.B.M. (2002). Empathy: Its ultimate and

    proximate bases. Behavioral and Brain Sciences, 25, 1-72.

    Prior, M., Dahlstrom, B., & Squires, T.-L. (1990). Autistic children’s

    knowledge of thinking and feeling states in other people. Journal of

    Child Psychology and Psychiatry, 31 (4), 587-601.

    Reddy, V. (1991). Playing with others’ expectations: Teasing and mucking

    about in the first year. In A. Whiten (Ed.), Natural theories of mind:

    Evolution, development and simulation of everyday mindreading (pp.

    143–158). Oxford: Blackwell.

    Repascholi, B.M., & Gopnik, A. (1997). Early reasoning about desires:

    Evidence from 14- and 18-months-olds. Developmental Psychology, 33,

    12-21.

    Repacholi, B., & Slaughter, V. (2003). Individual differences in theory of

    mind. Implications for typcial and atypical development. Hove:

    Psychology Press.

    Rice, M., & Harris, G. (2005). Comparing effect sizes in follow-up studies:

    ROC Area, Cohen's d, and r. Law and Human Behavior, 29(5), 615-

    620.

    Rieffe, C. (1998). The child’s theory of mind: Understanding desires, beliefs

    and emotions. Doctoral Dissertation: Free University Amsterdam.

    Robins, D.L., Fein, D., Barton, M.L., Green, J.A. (2001). The modified

    checklist for autism in toddlers: an initial study investigating the early

    detection of autism and pervasive developmental disorders. Journal of

    Autism and Developmental Disorders, 31 (2), 131-144.

    Roeyers, H., Buysse, A., Ponnet, K., & Pichal, B. (2001). Advancing

    advanced mind-reading tests: Empathic accuracy in adults with a

    pervasive developmental disorder. Journal of Child Psychology and

    Psychiatry, 42, 271-278.

  • References

    184

    Rogers , T.T., Rakison, D.H., & McClelland, J.L. (2004). U-Shaped curves

    in development: A PDP approach. Journal of Cognition and

    Development, 5(1), 137-145.

    Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A.

    (2003). How language relates to belief, desire, and emotion

    understanding. Cognitive Development, 18, 139-158.

    Russel, J. (2005). Justifying all the fuss about false belief. Trends in

    Cognitive Sciences, 9(7), 307-308.

    Saxe, R., & Wexler, A. (2005). Making sense of another mind: The role of

    the right temporo-parietal junction. Neuropsychologia, 43, 1391-1399.

    Schaffer, H.R. (1996). Social development (pp. 53). Oxford: Blackwell

    Publishers Ltd.

    Scholl, B.J., & Leslie, A.M. (2001). Minds, modules and meta-analysis.

    Child Development, 72(3), 696-701.

    Selman, R.L. (1980). The growth of interpersonal understanding:

    developmental and clinical analyses. New York: Academic Press.

    Serra, M., Loth, F.L., van Geert, P.L.C., Hurkens, E., & Minderaa, R.B.

    (2002). Theory of mind in children with ‘lesser variants’ of autism: A

    longitudinal study. Journal of Child Psychology and Psychiatry, 43 (7),

    885-900.

    Shultz, T., & Wells, D. (1985). Judging the intentionality of action-

    outcomes. Developmental Psychology, 21, 83-89.

    Sicotte, C., & Stemberger, R.M.T. (1999). Do children with PDDNOS have

    a theory of mind? Journal of Autism and Developmental Disorders, 29

    (3), 225-233.

    Siegel, D.J., Minshew, N.J., & Goldstein, G. (1996). Wechsler IQ profiles in

    diagnosis of high-functioning autism. Journal of Autism and

    Developmental Disorders, 26 (4), 389-406.

    Siegler, R. S. (2004). U-shaped interest in U-shaped development - and

    what it means. Journal of Cognition and Development, 5, 1-10.

    Sijtsma, K., & Hemker, B.T. (2000). A taxonomy of IRT models for

    ordening persons and items using simple sumscores. Journal of

    Educational and Behavioral Statistics, 25, 391-415.

    Simonoff, J.S. (1996). Smoothing methods in statistics. New York: Springer

    Verlag.

    Snijders, J. Th., Tellegen, P. J., & Laros, J. A. (1988). Snijders-Oomen Niet-

    verbale Intelligentietest SON-R 5½-17. Verantwoording en handleiding.

    [Snijders-Oomen Non verbal Intelligence Test SON-R 5½-17.

    Justification and manual.] Groningen: Wolters-Noordhoff.

  • References

    185

    Solodova, E.A. (ongoing). Provisional title dissertation: ToM in

    developmentally disabled with dangerous behavior. University of

    Groningen.

    Sparrevohn, R., & Howie, P.M. (1995). Theory of mind in children with

    autistic disorder: Evidence of developmental progression and the role of

    verbal ability. Journal of Child Psychology and Psychiatry, 36, 249-

    263.

    Sparrow, S.S., Balla, D.A., & Ciccheti, D.V. (1984). Vineland Adaptive

    Behaviour Scales. Minnesota: American guidance services. Dutch

    version: Research group developmental disorders, state university

    Leiden, 1995 (expanded form).

    Steele, S., Joseph, R.M., & Tager-Flusberg, H. (2003). Brief report:

    Developmental change in theory of mind abilities in children with

    autism. Journal of Autism and Developmental Disorders, 33 (4), 461-

    467.

    Steenbeek, H., & van Geert, P. (2002). Variations on dynamic variations.

    Human Development, 45, 167-173.

    Steerneman, P., Meesters, C., & Muris, P. (2002). ToM test. Leuven-

    Apeldoorn: Garant.

    Stueber, K.R. (2006). Rediscovering empathy. Agency, folk psychology, and

    the human sciences. Cambridge, Massachusetts: the MIT Press.

    Strauss, S., & Stavy, R. (1982). U-shaped behavioral growth. New York:

    Academic Press.

    Symons, L.A., Hains, S.M.J., & Muir, D.W. (1998). Look at me: five-

    month-old infants’ sensitivity to very small deviations in eye gaze

    during social interactions. Infant Behavior and Development, 21, 531-

    536.

    Systat (2000). TableCurve (version 5.0 for Windows) [Computer software].

    Mapleton (OR): AISN Software Inc.

    Tager-Flusberg, H. (2000). Language and understanding minds:

    Connections in autism. In S. Baron-Cohen, H. Tager-Flusberg, & D.J.

    Cohen (Eds.). Understanding other minds: Perspectives from

    developmental cognitive neuroscience (2nd Edn.), pp. 124-149. Oxford:

    Oxford University Press.

    Tager-Flusberg, H. (2003). Exploring the relationship between theory of

    mind and social-communicative functioning in children with autism. In

    B. Repacholi & V. Slaughter, Individual differences in theory of mind.

    implications for typical and atypical development (pp. 197-212). Hove:

    Psychology Press.

  • References

    186

    Tager-Flusberg, H., & Sullivan, K. (1994). A second look at second-order

    belief attribution in autism. Journal of Autism and Developmental

    Disorders, 24, 577–586.

    Tager-Flusberg, H., & Sullivan, K. (2000). A componential view of theory-

    of-mind: evidence from Williams syndrome. Cognition, 76 (1), 59-89.

    Taylor, R. (1998). Continuous norming: Improved equations for the WAIS-

    R. British Journal of Clinical Psychology, 37, 451-456.

    Tellegen, P.J., Winkel, M., & Wijnberg-Williams, B.J. (1998). SON 2½-7.

    Handleiding. Lisse: Swets & Zeitlinger BV.

    Tellegen, P., Winkel, M., Wijnberg-Williams, B., & Laros, J. (2003).

    Snijders-Oomen Niet-verbale Intelligentietest. SON-R 2½-7.

    Handleiding en verantwoording [Snijders-Oomen Non-verbal

    Intelligence Test. SON-R 2½-7. Manual and justification. Göttingen:

    Hogrefe Verlag.

    Teng, J. (2003). Theory-of-Mind bij Chinese kinderen - een exploratief

    onderzoek [Theory-of-Mind in Chinese children – an explorative

    research]. Unpublished master’s thesis, University of Groningen.

    Thommen, E. (in progress).The evolution of social cognition and executive

    function in children with autism: a longitudinal and comparative study.

    Université de Fribourg, Suisse.

    Todman, J.B., & Dugard, P. (2001). Single-case and small-N experimental

    designs: A practical guide to randomization tests. Mahwah (NJ):

    Lawrence Erlbaum Associates.

    Tomasello, M. (1999). The cultural origins of human cognition. London/

    Cambridge, MA: Harvard University Press.

    Traub, R.E. (1994). Reliability for the social sciences: theory and

    applications. Thousand Oaks: Sage.

    van Bavel, F. (2006). Theory of Mind ontwikkeling bij horende kinderen van

    dove ouders [Theory of Mind development in hearing children from

    deaf parents]. Unpublished master’s thesis, Catholic University of

    Nijmegen.

    Van Bon, W.H.J. (1982). Taaltests voor kinderen [Language Test for

    children]. Lisse: Swets & Zeitlinger.

    van den Broek, D.A.Y. (2005). Theory of Mind-training voor kinderen met

    een autisme spectrum stoornis: Een effectiviteitsmeting [Theory of

    Mind training for children with an autism spectrum disorder: An effect

    study]. Unpublished master’s thesis, University of Tilburg.

  • References

    187

    Van der Maas, H. L. (1993). Catastrophe analysis of stagewise cognitive

    development. Amsterdam: Faculty of Psychology, University of

    Amsterdam (Academic dissertation).

    Van der Maas, H. L. J., Kolstein, R., & van der Pligt, J. (2003). Sudden

    transitions in attitudes. Sociological Methods & Research, 32, 125-152.

    Van der Maas, H. L., & Molenaar, P. C. (1992). Stagewise cognitive

    development: An application of catastrophe theory. Psychological

    Review, 99, 395-417.

    van Dijk, M.T. (2005). Naar een afgrenzing tussen autisme spectrum

    stoornissen en taal-spraakproblemen. Zoeklicht gericht op verschillen

    [Boundaries between autism spectrum disorders and semantic language

    impairments. Searchlight on differences]. Unpublished master’s thesis,

    Radboud University of Nijmegen.

    Van Dijk, M. & van Geert, P. (2007). Wobbles, humps and sudden jumps: A

    case study of continuity, discontinuity and variability in early language

    development. Infant and Child Development, 16, 7-33.

    Van Eldik, M.C.M., Schlichting, J.E.P.T., Lutje Spelberg, H.C., Van der

    Meulen, S.J., & Van der Meulen, B.F. (1997). Handleiding Reynell Test

    voor Taalbegrip (2e dr.) [Manual for the Reynell Language

    Apprehension Test]. Nijmegen: Berkhout/Lisse: Swets & Zeitlinger.

    Van Geert, P. (1991). A dynamic systems model of cognitive and language

    growth. Psychological Review, 98, 3-53.

    Van Geert, P. (1994). Dynamic systems of development. Change between

    complexity and chaos. New York: Harvester.

    Van Geert, P. (1998). A dynamic systems model of basic developmental

    mechanisms: Piaget, Vygotsky and beyond. Psychological Review, 105,

    Vol. 5, No. 4, 634–677

    van Geert, P., & Steenbeek, H. (2005). Explaining after by before: Basic

    aspects of a dynamic systems approach to the study of development.

    Developmental Review, 25, 408-442.

    Van Geert, P. & Van Dijk, M. (2002). Focus on variability: New tools to

    study intra-individual variability in developmental data. Infant Behavior

    and Development, 25, 340-374.

    Van Pol, K. (2005). Naar een afgrenzing tussen autisme spectrum

    stoornissen en spraak-taalproblemen. Executieve functies en Theory-of-

    Mind. [Boundaries between autism spectrum disorders and semantic

    language impairments. Executive functions and Theory-of-Mind].

    Unpublished master’s thesis, Radboud University of Nijmegen.

  • References

    188

    Verhelst, N.D., Glas, C.A.W., & Verstralen, H.H.F.M. (1995). One-

    parameter logistic model OPLM. Arnhem: Cito.

    Vesterinen, J. (2008). The ToM Storybooks as a tool of studying children's

    Theory of Mind in Finland. Unpublished master’s thesis, University of

    Jyväskylä.

    Walker, D.R., Thompson, A., Zwaigenbaum, L., Goldberg, J., Bryson, S.E.,

    Mahoney, W.J., Strawbridge, C.P., & Szatmari,P. (2004). Specifying

    PDD-NOS: A comparison of PDD-NOS, Asperger syndrome, and

    autism. Journal of the American Academy of Child & Adolescent

    Psychiatry, 43(2), 172-180.

    Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised.

    New York: Psychological Corporation.

    Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised. New-York:

    The Psychological Corporation.

    Wellman, H.M. (1990). The child’s theory of mind. Cambridge: MIT Press.

    Wellman, H.M. (1993). Early understanding of mind: the normal case. In S.

    Baron-Cohen, H. Tager-Flusberg, D. Cohen (Eds.), Perspectives from

    Autism, pp. 10.39. Oxford: Oxford University Press.

    Wellman, H.M., & Bartsch, K. (1988). Young children’s reasoning about

    beliefs. Cognition, 30, 239-277.

    Wellman, H.M., & Cross, D. (2001). Theory of mind and conceptual

    change. Child Development, 72(3), 702-707.

    Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-

    of-mind development: The truth about false belief. Child Development,

    72, 655 – 684.

    Wellman, H.M., & Estes, D. (1986). Early understanding of mental entities:

    A reexamination of childhood realism. Child Development, 57, 910-

    923.

    Wellman, H., & Lagattuta, K.H. (2000). Developing understandings of

    mind. In S. Baron-Cohen, H. Tager-Flusberg & D.J. Cohen (Eds.).

    Understanding other minds: Perspectives from developmental cognitive

    neuroscience (pp. 21- 49). Second edition. Oxford: Oxford University

    Press.

    Wellman, H.M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child

    Development, 75 (2), 523-541.

    Wellman, H.M., & Woolley, J.D. (1990). From simple desires to ordinary

    beliefs: the early development of everyday psychology. Cognition, 35,

    245-275.

  • References

    189

    Werker, J.F., Hall, D.G., & Fais, L. (2004). Reconstructing U-shaped

    functions. Journal of Cognition and Development, 5, 147-151.

    Whiten, A. (1994). Chapter 3: Grades of mindreading. In C. Lewis & P.

    Mitchell (Eds.), Children’s early understanding of mind. Origins and

    development. Hove: LEA.

    Williams, J.G., Higgins, J.P.T., & Brayne, C.E.G. (2006a). Systematic

    review of prevalence studies of autism spectrum disorders. Archives of

    Disease in Childhood, 91: 8-15.

    Williams, J.H.G., Waiter, G.D., Gilchrist, A., Perrett, D.I., Murray, A.D., &

    Whiten, A. (2006b). Neural mechanisms of imitation and 'mirror

    neuron' functioning in autistic spectrum disorder. Neuropsychologia,

    44, 610-621.

    Williams, C., & Wright, B. (2004). How to live with autism and Asperger

    syndrome. Practical strategies for parents and professionals. London:

    Jessica Kingsley Publishers.

    Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: representation and

    constraining function of wrong beliefs in young children’s

    understanding of perception. Cognition, 13, 103-128.

    Wimmers, R. H., Savelsbergh, G. J. P., van der Kamp, J., & Hartelman, P.

    (1998). A developmental transition in prehension modeled as a cusp

    catastrophe. Developmental Psychobiology, 32, 23-35a

    Yeargin-Allsopp, M, Rice, C., Karapurkar, T., Doernberg, N., Boyle, C., &

    Murphy, C. (2003). Prevalence of autism in a US metropolitan area.

    Journal of American Medical Association, 289, 1, 49-55.

    Yirmiya, N., Erel, O., Shaked, M. & Solomonica-Levi, D. (1998). Meta-

    analysis comparing theory of mind abilities of individuals with autism,

    individuals with mental retardation, and normally developing

    individuals. Psychological Bulletin, 124(3), 283-307.

    Yirmiya, N., Solomonica-Levi, D., Shulman, C., & Pilowsky, T. (1996).

    Theory of mind abilities in individuals with autism, down syndrome,

    and mental retardation of unknown etiology: The role of age and

    intelligence. Journal of Child Psychology and Psychiatry, 37 (8), 1003-

    1014.

    Yuill, N. (1984). Young children’s co-ordination of motive and outcome in

    judgments of satisfaction and morality. British Journal of

    Developmental Psychology, 2, 73-78.

    Zachary, R.A., & Gorsuch, R.L. (1985). Continuous norming: Implications

    for the WAIS-R. Journal of Clinical Psychology, 41(1), 86-94.

  • References

    190

    Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., Chapman, M. (1992).

    Development of concern for others. Developmental Psychology, 28,

    126-136.

    Ziatas, K., Durkin, K, & Pratt, C. (1998). Belief term development in

    children with autism, Asperger syndrome, specific language

    impairment, and normal development: Links to theory of mind

    development. Journal of Child Psychology and Psychiatry, 39, 755-

    763.