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Theory of Mind in Middle Childhood and Adolescence

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academic achievement
adolescence
adolescent psychopathology
Advanced ToM
Advanced ToM Task
autism spectrum studies
Category=JMC
Child's ToM
Child’s ToM
Clinical psychology
cognitive development
developmental neuroscience
emotion
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False Belief Tasks
False Belief Understanding
family
Faux Pas Task
individual differences
mental-state talk
metacognition
Middle Childhood
MST
neural basis of social cognition in youth
Neurodiversity
Neuroscience
Parent-child relationships
parents
peer influence research
peers
relationships
siblings
Sip
social cognition
social interactions
social learning processes
social relationships
Strange Stories Task
theory of mind
ToM Ability
ToM Battery
ToM Concept
ToM Development
ToM Measure
ToM Network
ToM Performance
ToM Scale
ToM Score
ToM Skill
ToM Study
ToM Task
ToM Task Performance
ToM Test
ToM Understanding
training
Youth mental health

Product details

  • ISBN 9780367346188
  • Weight: 540g
  • Dimensions: 156 x 234mm
  • Publication Date: 27 May 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

This landmark text integrates diverse perspectives on how humans understand others’ minds (or ‘theory of mind’) beyond early childhood into middle childhood and adolescence. It explores how the neural, cognitive, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind, and how theory of mind helps children navigate their lives.

Drawing on cutting-edge research from leading international experts, this book provides a survey and analysis of the current state and future direction of the field. It is organized around three themes relating to the key issues in contemporary research. The first part focuses on the biological and cognitive bases of theory of mind in middle childhood and adolescence. The second part goes on to explore the social predictors and consequences, considering how theory of mind is shaped by social experiences and, in turn, impacts children’s social lives in middle childhood and adolescence. Finally, the third part focuses on theory of mind in the context of neurodiversity, disability, and youth mental health in middle childhood and adolescence.

Offering in-depth understanding for all students and scholars of developmental and cognitive psychology, neuroscience, clinical psychology and psychiatry, and education, this valuable text also identifies an agenda for future scholarship on this exciting topic.

About

Rory T. Devine is a developmental psychologist at the University of Birmingham, UK, with expertise in children’s social and cognitive development, longitudinal research methods, and psychometrics. His research focuses on understanding individual differences in theory of mind and executive function from infancy to adulthood.

Serena Lecce is an associate professor in developmental and educational psychology at the Department of Brain and Behavioral Sciences, University of Pavia, Italy. She directs the Laboratory of Social Cognition – LASC – where she conducts investigations of people’s social and emotional functioning and works closely with practitioners and teachers.