Individual Differences in Theory of Mind: Implications for Typical and Atypical Development (Macquarie Monographs in...

Features

• Cover Type: Hard Cover with 378 pages
• Published by: Psychology Press
• Edition: 1st Edition September 18, 2003
• Written in: English
• ISBN 10 Number: 1841690937
• ISBN 13 Number: 978-1841690933
• Book Dimensions: 9.1 x 6.1 x 1 inches
• Weighs: 1.4 pounds

Product Description
Over the last fifteen years, developmentalists, cognitive scientists, philosophers, educators and clinicians have considered the acquisition of a theory of mind - the capacity to predict and explain behavior on the basis of internal, subjective mental states - to be one of the crucial cognitive achievements of early childhood. This volume represents the first collection of work to address, empirically and conceptually, the topic of individual differences in theory of mind. It is also unique because it takes the reader beyond the preschool years, to explore theory of mind development in late childhood and adulthood. This volume brings together a variety of papers that consider the inter-relations between theory of mind and other cognitive and behavioral variables, including the impact of theory of mind on social functioning and social relationships, the role of theory of mind in psychopathologies such as schizophrenia, psychopathy and autism, and the relation between theory of mind and language in typical and atypical populations.

About The Author
Betty Repacholi, Virginia Slaughter

Reader Reviews
This a compendium of papers arising out of a research meeting. The collection provides a good snapshot of empirical research of ToM testing but is less reflective than Understanding Other Minds for instance. This, in my opinion, is the main downside of the collection - little reflection on foundational issues. Perhaps too philosophical? There many interesting papers but I was particularly caught by the tension between a Tager-Flusberg paper and one by Dissamanyke (spelling may be off). Both papers reach divergent conclusions on a crucial question: is there a relationship between better ToM skills and better social functioning? Working off slightly difference bases, the papers reach opposite conclusions. Tager-Flusberg concludes that better ToM is correlated with social functioning, a result that runs counter to other studies. However, since much of her data is derived from child-parent interactions a question is begged. Provocative stuff and well worth reading.