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.
Scientific Progress in Investigating Children’s Understanding of the Mind | Monographs 86.3 | Video
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.
How Does Perceptual Access Reasoning Differ from False Belief Reasoning About Theory of Mind? | Monographs 86.3 | Video
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).
Overview: Perceptual Access Reasoning (PAR) in Developing a Representational Theory of Mind | Video
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.
The Belief Understanding Scale: Monographs 86.3 | Video
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).
The Role of Perceptual Access Reasoning (PAR) in the Development of Theory of Mind | PowerPoint
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.
Handbook for Conducting Longitudinal Studies | Informational Resource
Dale Hay and colleagues reflect on their experience conducting a longitudinal study of social development in a medium-sized community sample. They designed this brief handbook for new…
Methods for Studying Prosocial Behavior and Aggression Over Time | PowerPoint
Dale Hay and Amy Paine describe the multi-informant questionnaires, observations of peer interaction, experimental decision-making tasks, and a clinical interview that they used to study children’s prosocial and…
Randomized Controlled Trials in Field-Based Settings | PowerPoint
How can researchers evaluate intervention effects in field settings such as schools? This resource overviews methods for randomized controlled trials (RCT), especially those conducted in natural or field-based settings…
Practices that Improve the Quality of Early Childhood Classrooms | PowerPoint
What childhood classroom practices support children’s social, emotional, and cognitive growth? Topics include creating a positive classroom climate, encouraging high quality instruction, and facilitating cooperative interactions among children. Materials provide…