Theory of Mind
Psychology Press Ltd (Verlag)
978-1-84872-928-5 (ISBN)
Examining the later developments of TOM gives readers a greater understanding of:
Developments that occur after the age of 5.
Individual differences in rate of development and atypical development and the effects of those differences.
The differences in rate of mastery which become more marked, and therefore more informative, with increased age.
What it means to have a “good theory of mind.”
The differences between first- and second- order theory of mind development in preschoolers, older children, adolescents, and adults.
The range of beliefs available to children at various ages, providing a fuller picture of what is meant by “understanding of belief.”
After the introduction, the literature on first-order developments during the preschool period is summarized to serve as a backdrop for understanding more advanced developments. Chapter 3 is devoted to the second-order false belief task. Chapters 4 and 5 introduce a variety of other measures for understanding higher-level forms of TOM thereby providing readers with greater insight into other cognitive and social developmental outcomes. Chapter 6 discusses the relation between children’s TOM abilities and other aspects of their development. Chapters 7 and 8 place the work in a historical context. First, the research on the development of social and mental worlds that predated the emergence of TOM is examined. Chapter 8 then provides a comparative treatment of the two literatures and how they complement one another.
Ideal as a supplement in graduate or advanced undergraduate courses in theory of mind, cognitive development, or social development taught in psychology and education. Veteran researchers will also appreciate this book‘s unique synthesis of this critical research.
Scott Miller is Professor Emeritus in the Department of Psychology at the University of Florida. He earned his Ph.D. in Child Development from the University of Minnesota. Dr. Miller is a member of the Cognitive Development Society, the Jean Piaget Society, and the Society for Research in Child Development and a Fellow of the American Psychological Association and the Association for Psychological Science. He is the author of Developmental Research Methods, Child Psychology (with Robin Harwood and Ross Vasta), and Cognitive Development (with John Flavell and Patricia Miller). His research has examined various aspects of cognitive development in young children, and his current research focus is on the development of theory of mind during the preschool and grade-school years.
1. Theory of Mind. 2. First-Order Developments. 3. Second-Order False Belief. 4. Other Higher-Order Developments: Part 1. 5. Other Higher-Order Developments: Part 2. 6. Consequences of Second-Order Understanding. 7. Historical Connections: What Did We Know Before Theory of Mind? 8. Conclusions.
| Erscheint lt. Verlag | 31.5.2012 |
|---|---|
| Verlagsort | Hove |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 362 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie |
| Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie | |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 1-84872-928-6 / 1848729286 |
| ISBN-13 | 978-1-84872-928-5 / 9781848729285 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
