Why is it important to understand the developmental progression of children’s theory of mind? SRCD Monograph lead author Fabricius explains how he and his co-authors of monograph issue 86(3) offer new insights into children’s theory of mind development.
How has developmental science evolved over the years in the assessment and interpretation of children’s understanding of the mind? SRCD Monograph lead author Fabricius explains how he and the co-authors of monograph issue 86(3) hope to inspire new questions and methods in the study of theory of mind.
The basis of Fabricius et al’s (2021) perceptual access reasoning theory is that the classic false belief test of theory of mind does not measure a child’s representational understanding of the mind. SRCD Monograph lead author Fabricius explains this key point of monograph issue 86(3).
How and when do children understand others’ minds? In this video abstract, SRCD Monograph author Christopher Gonzales provides an overview of the work with lead author William Fabricius and colleagues, in which they challenge the prevailing view in developmental science that a representational theory of mind is in place by the preschool years.
By William V. Fabricius, Christopher R. Gonzales, Annelise Pesch, Amy A. Weimer, John Pugliese, Kathleen Carroll, Rebecca R. Bolnick, Anne S. Kupfer, Nancy Eisenberg and Tracy L. Spinrad
Commentary by Dr. Beate Sodian. It has long been recognized that theory of mind (ToM) is not an all-or-none achievement. Around the age of four years, when children begin to master…
Commentary by Charlie Lewis. To get ourselves limbered up, let’s perform a quick spelling test given to me by my brother, Tony, when I was nine. I’ll help you start…
Commentary by Karen Bartsch. After decades of research on the development of theory of mind (ToM), it is remarkable that we are still debating about when children acquire the key concept…
The Belief Understanding Scale is a short laboratory measure that can differentiate between children who use different ways of understanding the mind. In this video, SRCD Monograph author Christopher Gonzales provides an overview of this scale, which is presented in Chapter IX of monograph 86(3).
In this PowerPoint file, authors of monograph 86(3) describe classic false belief tasks and explain why children can pass this measure without understanding false beliefs. They offer the Belief Understanding Scale as an alternative assessment and discuss the methodological and theoretical implications of their approach. This resource could be used by instructors in an upper-level undergraduate or graduate class.