Theory of mind

被引：103

作者：

Carlson, Stephanie M. ^{[1
]}

Koenig, Melissa A. ^{[1
]}

Harms, Madeline B. ^{[1
]}

机构：

[1] Univ Minnesota, Inst Child Dev, Minneapolis, MN 55455 USA

来源：

WILEY INTERDISCIPLINARY REVIEWS-COGNITIVE SCIENCE | 2013年 / 4卷 / 04期

关键词：

TEMPORO-PARIETAL JUNCTION; FALSE-BELIEF TASK; EXECUTIVE FUNCTION; INDIVIDUAL-DIFFERENCES; INHIBITORY CONTROL; ATTACHMENT SECURITY; PAST RELIABILITY; CHILDRENS THEORY; TEACHING SKILLS; BRAIN-REGIONS;

D O I：

10.1002/wcs.1232

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Theory of mind and its development has been a significantly importantand challengingtopic of research in cognitive science for three decades. This review summarizes our knowledge of when and how children come to understand their own and others' minds, including the developmental timetable, old and new measures, and foundational skills in infancy. We review recent research on theory-of-mind (ToM) and learning, that is, ways in which children's understanding of other minds informs how they learn about the world, as well as evidence for an important role of domain-general cognitive skills (executive function) in the development of ToM, and the neural networks that are most strongly implicated. Finally, we propose future directions for research in this vast and growing field. (C) 2013 John Wiley & Sons, Ltd.

引用

页码：391 / 402

页数：12

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