Kevin MacDonald, Ph.D.
CSULB, Department of Psychology
Link to New Scientist article on Asperger's Syndrome: 
FOR IMMEDIATE RELEASE: 17 APRIL 2001 University of Washington http://www.washington.edu/
Mother is just another face in the crowd to autistic children
Unlike normally developing and mentally retarded children, autistic 3- and 4-year-olds do not react to a picture of their mother but do react when they see a picture of a familiar toy, a University of Washington psychologist has found.
Geraldine Dawson will report her result Thursday in Minneapolis at the annual meeting of the Society for Research in Child Development. Her finding suggests that an impairment in face recognition may turn out to be one of the earliest indicators of abnormal brain development in autism.
Dawson, who directs the UW Autism Center, said human brains seem to be wired to be interested in faces and there appears to be a specialized system for face recognition.
"We know that even newborn babies are drawn to face-like stimuli. This inborn interest in faces is the start of social development," she said. "This new study tells us something very fundamental about abnormalities in autism. It may be an important clue to actual brain circuits that are not functioning properly. Since all of the children in the study reacted similarly to toys and only the children with autism had problems with face recognition, it tell us autism is not a global problem. Rather, it indicates an abnormality in those brain circuits responsible for social function. It highlights that autism is a disorder of the social brain." Dawson said the idea that face recognition may be hard-wired, or something people are born with, is controversial.
"Just as with language, the brain comes with a readiness to recognize faces. But it also requires experience. With autism there may be some other reason why children don't pay attention to faces. They may not find it rewarding, and then that part of their brain does not develop further."
The region of the brain that appears to be specifically devoted to face recognition is the right fusiform gyrus, located in the temporal lobe, according to Dawson.
To learn how the brain operates, Dawson used a device called a geodesic net that looks like a hairnet and fits over the head. It records electrical brain impulses from 64 places on a child's scalp. Similar devices for adults record data from 128 locations. Dawson's study involved 34 children with autism, 21 normally developing children and 17 with mental retardation but no autism. Some autistic children also are mentally retarded.
Each of the children was shown two sets of images - faces and objects - about 50 times. First they were shown digitized photos of their mother or a stranger. Then they were shown digitized photos of a favorite or an unfamiliar toy. The net measured brain activity half a second after each image was shown and picked up the specific brain signal to that stimulus.
Earlier research has shown that normally developing children as young as 6 months old show different brain activity when they see their mother and when they see a stranger. Dawson's research revealed a similar pattern among normal and mentally retarded 3- and 4-year-old children, but the autistic children failed to recognize their mother. However, all three groups exhibited similar reactions when they saw images of a favorite toy versus an unfamiliar one. She believes the ability to recognize faces may turn out to be a key tool in identifying children with autism. Previous research by Dawson has shown that a child's failure to look at faces at age 1 is the best predictor of autism.
"Today we can reliably identify autism in children at age 2, but it is difficult to identify babies with autism," she said. "What usually catches parents' attention around 12 months is that their child is not picking up language. Parents are also especially sensitive to picking up autism symptoms in a younger sibling. Siblings of children with autism have 1-in-20 odds of having autism."
Dawson, whose research was funded by the National Institute of Child Health and Human Development, next plans to replicate the mother-stranger picture study with 18-month-old autistic toddlers to see if this identification process operates at an earlier age. Also being reported at the Minneapolis meeting is related research by Dawson and UW doctoral student James McPartland that shows adults and adolescents with autism have abnormal reactions to faces. The Autism Center is part of the UW's Center on Human Development and Disability. Dawson and an interdisciplinary team are attempting to find the neurobiological and genetic causes of autism and design interventions to help autistic children.
###
Autism and related disorders are among the most common developmental disabilities, occurring in one in 500 people. Autism is characterized by an impaired ability to communicate or relate socially with others. People with the disorder typically have a limited range of activities and interests.
For more information, contact Dawson at 206-543-1051 or dawson@u.washington.edu. She will be in Minneapolis April 18-21 and may be reached at the Minneapolis Hyatt Regency Hotel at 612-370-1234. http://www.eurekalert.org/releases/uow-mij041701.html
BIBLIOGRAPHY - THEORY OF MIND
Astington, J. (1996). What is theoretical about the child's theory of mind? A Vygotskian view of its development. In P. Carruthers & P. Smith (Eds.), Theories of Theories of Mind (pp. 184-199). Cambridge: Cambridge University Press.
Astington, J., & Jenkins, J. (1995). Theory of mind development and social understanding. Cognition and Emotion, 9, 151-165.
Astington, J. W. (1990). Narrative and the child's theory of mind. In B. K. Britton & A. D. Pellegrini (Eds.), Narrative thought and narrative language. (pp. 151-171). Hillsdale, NJ: Lawrence Erlbaum Associates.
Astington, J. W. (1991). Intention in the child's theory of mind. In D. Frye & C. Moore (Eds.), Children's theories of mind: Mental states and social understanding. (pp. 157-172). Hillsdale, NJ: Lawrence Erlbaum Associates.
Astington, J. W. (1998). Theory of mind, Humpty Dumpty, and the icebox. Human Development, 41, 30-39.
Astington, J. W., & Gopnik, A. (1991). Theoretical explanations of children's understanding of the mind. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 7-31.
Astington, J. W., & Jenkins, J. M. (1995). Theory of mind development and social understanding. Cognition & Emotion, 9(2-3), 151-165.
Baron-Cohen, S. (1988). Without a theory of mind one cannot participate in a conversation. Cognition, 29(1), 83-4.
Baron-Cohen, S. (1989). Are autistic children behaviorists? An examination of their mental-physical and appearance-reality distinctions. Journal of Autism & Developmental Disorders, 19(4), 579-600.
Baron-Cohen, S. (1989). The autistic child's theory of mind: A case of specific developmental delay. Journal of Child Psychology & Psychiatry & Allied Disciplines, 30(2), 285-97.
Baron-Cohen, S. (1989). Perceptual role taking and protodeclarative pointing in autism. British Journal of Developmental Psychology, 7(2), 113-27.
Baron-Cohen, S. (1989). The theory of mind hypothesis of autism: a reply to Boucher. British Journal of Disorders of Communication, 24(2), 199-200.
Baron-Cohen, S. (1991). The development of a theory of mind in autism: deviance and delay? Psychiatric Clinics of North America, 14(1), 33-51.
Baron-Cohen, S. (1991). Precursors to a theory of mind: Understanding attention in others. In A. Whiten (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading. (pp. 233-251). Oxford: Basil Blackwell.
Baron-Cohen, S. (1991). The theory of mind deficit in autism: How specific is it? Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 301-14.
Baron-Cohen, S. (1992). Debate and argument: on modularity and development in autism: a reply to Burack. Journal of Child Psychology & Psychiatry & Allied Disciplines, 33(3), 623-9.
Baron-Cohen, S. (1992). Out of sight or out of mind? Another look at deception in autism. Journal of Child Psychology & Psychiatry & Allied Disciplines, 33(7), 1141-55.
Baron-Cohen, S. (1993). From attention-goal psychology to belief-desire psychology: The development of a theory of mind, and its dysfunction. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 59-82). Oxford: Oxford University Press.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.
Baron-Cohen, S. (1995). Theory of mind and face-processing: How do they interact in development and psychopathology? In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, Vol. 1: Theory and methods. Wiley series on personality processes. (pp. 343-56). New York, NY: John Wiley & Sons.
Baron-Cohen, S. (1999). The evolution of a theory of mind. In M. Corballis & S. E. G. Lea (Eds.), The descent of mind (pp. 261-277). Oxford: Oxford University Press.
Baron-Cohen, S. (2000). Theory of mind and autism: a fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 3-20). Oxford: Oxford University Press.
Baron-Cohen, S., & Cross, P. (1992). Reading the eyes: Evidence for the role of perception in the development of a theory of mind. Special Issue: Mental simulation: Philosophical and psychological essays. Mind & Language, 7(1-2), 172-86.
Baron-Cohen, S., & Howlin, P. (1993). The theory of mind deficit in autism: Some questions for teaching and diagnosis. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 466-480). Oxford: Oxford University Press.
Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: evidence from very high functioning adults with autism or asperger syndrome. Journal of Child Psychology & Psychiatry & Allied Disciplines, 38(7), 813-22.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21(1), 37-46.
Baron-Cohen, S., Ring, H., Moriarty, J., Schmitz, B., & Costa, D. (1994). Recognition of mental state terms. Clinical findings in children with autism and a functional neuroimaging study of normal adults. British Journal of Psychiatry, 165(5), 640-9.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (Eds.). (1993). Understanding other minds . Oxford: Oxford University Press.
Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. New York, NY, US: Oxford University Press.
Benelli, B., Carelli, M. G., & Arnold, S. (1995). Effect of type of interpersonal relationship on decentralization and metacognitive competence: The theory of the mind in twins, siblings, and only children. Giornale Italiano di Psicologia, 22(1), 107-135.
Benson, G., Abbeduto, L., Short, K., Nuccio, J. B., & et al. (1993). Development of a theory of mind in individuals with mental retardation. American Journal of Mental Retardation, 98(3), 427-433.
Benson, G., Abbeduto, L., Short, K., Nuccio, J. B., & Maas, F. (1993). Development of a theory of mind in individuals with mental retardation. American Journal of Mental Retardation, 98(3), 427-33.
Bishop, D. V. (1993). Annotation: autism, executive functions and theory of mind: a neuropsychological perspective. Journal of Child Psychology & Psychiatry & Allied Disciplines, 34(3), 279-93.
Boucher, J. (1989). The theory of mind hypothesis of autism: Explanation, evidence and assessment. Special Issue: Autism. British Journal of Disorders of Communication, 24(2), 181-198.
Bowler, D. M. (1992). Theory of mind in Asperger's syndrome. Journal of Child Psychology & Psychiatry & Allied Disciplines, 33(5), 877-93.
Bowler, D. M., & Strom, E. (1998). Elicitation of first-order 'theory of mind' in children with autism. Autism, 2(1), 33-44.
Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an theory of mind. Developmental Psychology, 18(6), 906-921.
Bretherton, I., NcNew, S., & Beeghley-Smith, M. (1987). Early person knowledge as expressed in gestural and verbal communication: When do infants acquire a "theory of mind" ? In J. Oates & S. Sheldon (Eds.), Cognitive development in infancy. (pp. 219-246). Hove, England: Lawrence Erlbaum Associates, Inc.
Brown, J. R., & Dunn, J. (1991). "You can cry, mum": The social and developmental implications of talk about internal states. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 237-256.
Brownell, H., Griffin, R., Winner, E., Friedman, O., & Happ, F. G. E. (2000). Cerebral lateralization and theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 306-333). Oxford: Oxford University Press.
Buitelaar, J. K., Swaab, H., van der Wees, M., Wildschut, M., & van der Gaag, R. J. (1996). Neuropsychological impairments and deficits in theory of mind and emotion recognition in a non-autistic boy. European Child & Adolescent Psychiatry, 5(1), 44-51.
Butterworth, G. (1994). Theory of mind and the facts of embodiment. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development. (pp. 115-132). Hove: Lawrence Erlbaum Associates.
Butterworth, G., & Jarrett, N. (1991). What minds have in common is space: Spatial mechanisms serving joint visual attention in infancy. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 55-72.
Call, J., & Tomasello, M. (1999). A nonverbal theory of mind test. The performance of children and apes. Child Development, 70, 381-395.
Cassidy, K. W. (1998). Preschoolers' use of desires to solve theory of mind problems in a pretense context. Developmental Psychology, 34, 503-11.
Chandler, M., Fritz, A. S., & Hala, S. (1989). Small-scale deceit: deception as a marker of two-, three-, and four-year-olds' early theories of mind. Child Development, 60, 1263-77.
Channon, S., & Crawford, S. (2000). The effects of anterior lesions on performance of a story comprehension test: left anterior impairment on a theory of mind-type task. Neuropsychologia, 38, 1006-1017.
Charman, T., & Baron-Cohen, S. (1995). Understanding photos, models, and beliefs: A test of the modularity thesis of theory of mind. Cognitive Development, 10(2), 287-298.
Charman, T., & Campbell, A. (1997). Reliability of theory of mind task performance by individuals with a learning disability: a research note. Journal of Child Psychology & Psychiatry & Allied Disciplines, 38(6), 725-30.
Cheney, D. L., & Seyfarth, R. M. (1991). Reading minds or reading behaviour? Tests for a theory of mind in monkeys. In A. Whiten (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading. (pp. 175-194). Oxford: Basil Blackwell.
Clark, A. (1998). What's knowledge anyway? Mind & Language, 13(4), 571-575.
Cole, M. (1994). A conception of culture for a communication theory of mind. In D. R. Vocate (Ed.), Intrapersonal communication: Different voices, different minds. LEA's communication series. (pp. 77-98). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Corcoran, R. (2000). Theory of mind on other clinical conditions: is a selective 'theory of mind' deficit exclusive to autism? In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 391-421). Oxford: Oxford University Press.
Corcoran, R., Mercer, G., & Frith, C. D. (1995). Schizophrenia, symptomatology and social inference: investigating "theory of mind" in people with schizophrenia. Schizophrenia Research, 17(1), 5-13.
Cutting, A., & Dunn, J. (1999). Theory of mind, emotion understanding, language and family background: Individual differences and inter-relations. Child Development, 70(4), 853-865.
Dahlgren, S. O., & Trillingsgaard, A. (1996). Theory of mind in non-retarded children with autism and Asperger's syndrome. A research note. Journal of Child Psychology & Psychiatry & Allied Disciplines, 37(6), 759-63.
David, A. S. (1998). Review of Mindblindness: an essay on autism and theory of mind. By S. Baron-Cohen. MIT Press: Cambridge, MA, 1995. Psychological Medicine, 28(3), 749.
Davis, H. L., & Pratt, C. (1995). The development of children's theory of mind: The working memory explanation. Special Issue: Cognitive development. Australian Journal of Psychology, 47(1), 25-31.
de Gelder, B. (1987). On not having a theory of mind. Cognition, 27(3), 285-290.
Dennett, D. (1978). Beliefs about beliefs. Behavior & Brain Sciences, 4, 568-70.
Dennis, M., Barnes, M. A., Wilkinson, M., & Humphreys, R. P. (1998). How children with head injury represent real and deceptive emotion in short narratives. Brain & Language, 61(3), 450-83.
Doody, G. A., Gtz, M., Johnstone, E. C., Frith, C. D., & Owens, D. G. (1998). Theory of mind and psychoses. Psychological Medicine, 28(2), 397-405.
Drury, V. M., Robinson, E. J., & Birchwood, M. (1998). 'Theory of mind' skills during an acute episode of psychosis and following recovery. Psychological Medicine, 28, 1101-1112.
Efron, A. (1992). Residual asymmetrical dualism: A theory of mind-body relations. Journal of Mind & Behavior, 13(2), 113-135.
Eisenmajer, R., & Prior, M. (1991). Cognitive linguistic correlates of "theory of mind" ability in autistic children. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 351-364.
Ellis, H. D., Ellis, D. M., Fraser, W., & Deb, S. (1994). A preliminary study of right hemisphere cognitive deficits and impaired social judgments among young people with Asperger syndrome. European Child & Adolescent Psychiatry, 3(4), 255-266.
Emery, N. J., & Perrett, D. I. (2000). How can studies of the monkey brain help us understand 'theory of mind' and autism in humans? In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 274-305). Oxford: Oxford University Press.
Fabricius, W. V., & Schwanenflugel, P. J. (1994). The older child's theory of mind. In A. Demetriou & A. Efklides (Eds.), Intelligence, mind, and reasoning: Structure and development. Advances in psychology, 106. (pp. 111-132). Amsterdam: North-Holland/Elsevier Science Publishers.
Feldman, C. F., & Toulmin, S. (1975). Logic and the theory of mind. Nebraska Symposium On Motivation, 23, 409-75.
Fine, C., Lumsden, J., & Blair, R. J. R. (2001). Dissociation between `theory of mind' and executive functions in a patient with early left amygdala damage. Brain, 124, 287-298.
Flavell, J. H., Green, F. L., Herrera, C., & Flavell, E. R. (1991). Young children's knowledge about visual perception: Lines of sight must be straight. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 73-87.
Fletcher, P. C., Happe, F., Frith, U., Baker, S. C., Dolan, R. J., Frackowiak, R. S., & Frith, C. D. (1995). Other minds in the brain: a functional imaging study of "theory of mind" in story comprehension. Cognition, 57(2), 109-28.
Fodor, J. A. (1992). A theory of the child's theory of mind. Cognition, 44(3), 283-296.
Fombonne, E., Siddons, F., Achard, S., Frith, U., & et al. (1994). Adaptive behaviour and theory of mind in autism. European Child & Adolescent Psychiatry, 3(3), 176-186.
Fombonne, E., Siddons, F., Archard, S., Frith, U., & Happ, F. (1994). Adaptive behaviour and theory of mind in autism. European Child and Adolescent Psychiatry, 3, 176-186.
Fonagy, P., & Target, M. (1996). Playing with reality: I. Theory of mind and the normal development of psychic reality. International Journal Of Psycho-Analysis, 77 ( Pt 2), 217-33.
Fox, R. (1991). Developing awareness of mind reflected in children's narrative writing. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 281-298.
Freeman, N. H., Lewis, C., & Doherty, M. J. (1991). Preschoolers' grasp of a desire for knowledge in false-belief prediction: Practical intelligence and verbal report. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 139-157.
Frith, C. (1994). Theory of mind in schizophrenia. In A. S. David & J. C. Cutting (Eds.), The neuropsychology of schizophrenia. Brain damage, behaviour and cognition series. (pp. 147-161). Hove: Lawrence Erlbaum.
Frith, C., & Frith, U. (2000). The physiological basis of theory of mind: functional neuroimaging studies. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 334-356). Oxford: Oxford University Press.
Frith, C. D., & Corcoran, R. (1996). Exploring 'theory of mind' in people with schizophrenia. Psychological Medicine, 26(3), 521-30.
Frith, U. (1989). Autism and "theory of mind". In C. Gillberg (Ed.), Diagnosis and treatment of autism. (pp. 33-52). New York, NY: Plenum Press.
Frith, U., & Happe, F. (1994). Autism: Beyond "theory of mind". Cognition, 50(1-3), 115-132.
Frith, U., Happe, F., & Siddons, F. (1994). Autism and theory of mind in everyday life. Social Development, 3(2), 108-124.
Frith, U., & Happ, F. G. E. (1999). Theory of mind and self-consciousness: What is it like to be autistic? Mind & Language, 14(1), 1-22.
Gallagher, H. L., Happ, F., Brunswick, N., Fletcher, P., Frith, U., & Frith, C. D. (2000). Reading the mind in cartoons and stories: an fMRI study of 'theory of mind' in verbal and nonverbal tasks. Neuropsychologia, 38(1), 11-21.
Gallese, V., & Goldman, A. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Sciences, 2(12), 493-501.
Gauvain, M. (1998). Culture, development, and theory of mind: comment on Lillard (1998). Psychological Bulletin, 123(1), 37-42; discussion 43-6.
Gergely, G. (1994). From self-recognition to theory of mind. In S. T. Parker, R. W. Mitchell, & M. L. Boccia (Eds.), Self-awareness in animals and humans: Developmental perspectives. (pp. 51-60). New York, NY: Cambridge University Press.
Gerrans, P. (1998). The norms of cognitive development. Mind & Language, 13(1), 56-75.
Glenn, S. M., Johnson, K., & Parry, F. (1993). Onset of theory of mind: Methodological considerations. Early Child Development & Care, 86, 39-51.
Globus, G. G. (1984). Can methodological solipsism be confined to psychology? Cognition & Brain Theory, 7(3-4), 233-246.
Goldman, A. I. (1993). The psychology of folk psychology. Behavioral & Brain Sciences, 16(1), 15-28.
Gopnik, A., & Meltzoff, A. N. (1994). Minds, bodies, and persons: Young children's understanding of the self and others as reflected in imitation and theory of mind research. In S. T. Parker, R. W. Mitchell, & M. L. Boccia (Eds.), Self-awareness in animals and humans: Developmental perspectives. (pp. 166-186). New York, NY: Cambridge University Press.
Gopnik, A., Slaughter, V., & Meltzoff, A. (1994). Changing your views: How understanding visual perception can lead to a new theory of the mind. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development. (pp. 157-181). Hove: Lawrence Erlbaum Associates.
Gopnik, A., & Wellman, H. M. (1992). Why the child's theory of mind really is a theory. Special Issue: Mental simulation: Philosophical and psychological essays. Mind & Language, 7(1-2), 145-171.
Gordon, A. C., & Olson, D. R. (1998). The relation between acquisition of a theory of mind and the capacity to hold in mind. Journal Of Experimental Child Psychology, 68, 70-83.
Gordon, R. M., & Barker, J. A. (1994). Autism and the "theory of mind" debate. In G. Graham & G. L. Stephens (Eds.), Philosophical psychopathology. (pp. 163-181). Cambridge, MA: MIT Press.
Grazzani, I. (1995). Studies on theory of mind: Implications for the research with children and adults. Archivio di Psicologia, Neurologia e Psichiatria, 56(1), 3-24.
Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism & Developmental Disorders, 27(5), 519-37.
Hadwin, J., & Perner, J. (1991). Pleased and surprised: Children's cognitive theory of emotion. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 215-234.
Hall, W. S., Frank, R., & Ellison, C. (1995). The development of pretend language: Toward an understanding of the child's theory of mind. Journal of Psycholinguistic Research, 24(3), 231-254.
Happ, F. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66, 843-855.
Happ, F., Malhi, G. S., & Checkley, S. (2001). Acquired mind-blindness following frontal lobe surgery? A single case study of impaired 'theory of mind' in a patient treated with stereotactic anterior capsulotomy. Neuropsychologia, 39(1), 83-90.
Happe, F. G. E. (1993). Communicative competence and theory of mind in autism: A test of relevance theory. Cognition, 48(2), 101-119.
Happ, F. G. E. (1994). An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism & Developmental Disorders, 24(2), 129-154.
Happ, F. G. E. (1994). Annotation: Current psychological theories of autism: The "Theory of Mind" account and rival theories. Journal of Child Psychology & Psychiatry & Allied Disciplines, 35(2), 215-229.
Happ, F. G. E. (1994). Annotation: current psychological theories of autism: the theory of mind account and rival theories. Journal of Child Psychology & Psychiatry & Allied Disciplines, 35(2), 215-29.
Happ, F. G. E. (1994). Wechsler IQ profile and theory of mind in autism: A research note. Journal of Child Psychology & Psychiatry & Allied Disciplines, 35(8), 1461-1471.
Happ, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66(3), 843-55.
Happ, F. G. E., Brownell, H., & Winner, E. (1999). Acquired `theory of mind' impairments following stroke. Cognition, 70(3), 211-240.
Happ, F. G. E., Ehlers, S., Fletcher, P., Frith, U., Johansson, M., Gillberg, C., Dolan, R., Frackowiak, R., & Frith, C. (1996). 'Theory of mind' in the brain. Evidence from a PET scan study of Asperger syndrome. Neuroreport, 8(1), 197-201.
Happ, F. G. E., & Frith, U. (1995). Theory of mind in autism. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism. Current issues in autism. (pp. 177-197). New York, NY: Plenum Press.
Happ, F. G. E., Winner, E., & Brownell, H. (1998). The getting of wisdom: Theory of mind in old age. Developmental Psychology, 34(2), 358-362.
Harris, P. (1990). The child's theory of mind and its cultural context. In G. Butterworth & P. Bryant (Eds.), Causes of development: Interdisciplinary perspectives. (pp. 215-237). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Harris, P. L., Brown, E., Marriott, C., Whittall, S., & et al. (1991). Monsters, ghosts and witches: Testing the limits of the fantasy-reality distinction in young children. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 105-123.
Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & et al. (1989). Young children's theory of mind and emotion. Special Issue: Development of emotion-cognition relations. Cognition & Emotion, 3(4), 379-400.
Hernandez Cruz, J. L. (1997). Simulation and the psychology of sociopathy. Behavioral & Brain Sciences, 20(3), 525-527, 531-53.
Heyes, C. M. (1998). Theory of mind in nonhuman primates. Behavioral & Brain Sciences, 21(1), 101-14; discussion 115-48.
Heyes, C. M., & German, T. P. (1994). Eye to eye, but not a meeting of minds. Cahiers de Psychologie, 13(5), 607-614.
Hobson, R. P. (1991). Against the theory of "theory of mind." Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 33-51.
Holroyd, S., & Baron-Cohen, S. (1993). Brief report: how far can people with autism go in developing a theory of mind? Journal of Autism & Developmental Disorders, 23(2), 379-85.
Horst, S. W. (1996). Symbols, computation, and intentionality : a critique of the computational theory of mind. Berkeley: University of California Press.
Hughes, C., Soares-Boucaud, I., Hochmann, J., & Frith, U. (1997). Social behaviour in pervasive developmental disorders: effects of informant, group and theory-of-mind. European Child & Adolescent Psychiatry, 6(4), 191-8.
Ishisaka, Y. (1998). Cognitive deficits and autism: A consideration based on the module theory. Japanese Journal of Child & Adolescent Psychiatry, 39(4), 321-339.
Jenkins, J., & Astington, J. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32(1), 70-78.
Johnson, C. N. (1988). Theory of mind and the structure of conscious experience. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind. (pp. 47-63). Cambridge: Cambridge University Press.
Karasawa, M. (1995). Intersubjective emotions and the theory of mind research: A cultural critique. In J. A. Russell, J.-M. Fernandez-Dols, A. S. R. Manstead, & J. C. Wellenkamp (Eds.), Everyday conceptions of emotion: An introduction to the psychology, anthropology and linguistics of emotion. NATO ASI series D: Behavioural & social sciences, Vol. 81. (pp. 391-395). Dordrecht: Kluwer Academic Publishers.
Karmiloff-Smith, A., Klima, E., Bellugi, U., Grant, J., & Baron-Cohen, S. (1995). Is there a social module? Language, face processing, and theory of mind in individuals with Williams syndrome. Journal of Cognitive Neuroscience, 7(2), 196-208.
Kinderman, P., Dunbar, R., & Bentall, R. (1998). Theory of mind deficits and causal attribution. British Journal of Psychology, 89, 191-204.
Klin, A., Schultz, R., & Cohen, D. J. (2000). Theory of mind in action: developmental perspectives on social neuroscience. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 357-388). Oxford: Oxford University Press.
Klin, A., & Volkmar, F. (1993). The development of individuals with autism: Implications for the theory of mind hypothesis. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 317-331). Oxford: Oxford University Press.
Klin, A., Volkmar, F. R., & Sparrow, S. S. (1992). Autistic social dysfunction: Some limitations of the theory of mind hypothesis. Journal of Child Psychology & Psychiatry & Allied Disciplines, 33(5), 861-876.
Koyasu, M., & Kinoshita, T. (1997). [Review of the research on theory of mind]. Shinrigaku Kenkyu. Japanese Journal Of Psychology, 68(1), 51-67.
Lalonde, C. E., & Chandler, M. J. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind. Cognition & Emotion, 9(2-3), 167-185.
Leekam, S. R., & Perner, J. (1991). Does the autistic child have a metarepresentational deficit? Cognition, 40(3), 203-218.
Leslie, A. M. (1987). Pretense and representation: The origins of "theory of mind.". Psychological Review, 94(4), 412-426.
Leslie, A. M. (1988). Some implications of pretense for mechanisms underlying the child's theory of mind. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind. (pp. 19-46). Cambridge: Cambridge University Press.
Leslie, A. M. (1991). The theory of mind impairment in autism: Evidence for a modular mechanism of development? In A. Whiten (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading (pp. 63-78). Oxford: Blackwell.
Leslie, A. M. (1992). Pretense, autism, and the theory-of-mind module. Current Directions in Psychological Science, 1(1), 18-21.
Leslie, A. M. (1994). Pretending and believing: Issues in the theory of ToMM. Cognition, 50(1-3), 211-238.
Leslie, A. M., & Frith, U. (1987). Metarepresentation and autism: How not to lose one's marbles. Cognition, 27(3), 291-294.
Leslie, A. M., & Frith, U. (1990). Prospects for a cognitive neuropsychology of autism: Hobson's choice. Psychological Review, 97(1), 122-31.
Lewis, M. (1993). "The problem of the other in research on theory of mind and social development": Commentary. Human Development, 36(6), 363-367.
Lillard, A. (1998). Ethnopsychologies: cultural variations in theories of mind. Psychological Bulletin, 123(1), 3-32.
Lillard, A. S. (1993). Pretend play skills and the child's theory of mind. Child Development, 64(2), 348-371.
Loveland, K., & Tunali, B. (1993). Narrative language in autism and the theory of mind hypothesis: A wider perspective. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 247-266). Oxford: Oxford University Press.
Matsumura, N. (1994). Child's theory of mind and the theory theory: Arguments with the simulation theory. Japanese Psychological Review, 37(1), 92-107.
Mayes, L., Cohen, D., & Klin, A. (1993). Desire and fantasy: A psychoanalytic perspective on theory of mind and autism. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 450-465). Oxford: Oxford University Press.
Mayes, L. C., & Cohen, D. J. (1996). Children's developing theory of mind. Journal of The American Psychoanalytic Association, 44(1), 117-42.
Mayes, L. C., Klin, A., & Cohen, D. J. (1994). The effect of humour on children's developing theory of mind. British Journal of Developmental Psychology, 12(4), 555-561.
Mealey, L. (1997). Heritability, theory of mind, and the nature of normality. Behavioral & Brain Sciences, 20(3), 527-532.
Meltzoff, A., & Gopnik, A. (1993). The role of imitation in understanding persons and developing a theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 335-366). Oxford: Oxford University Press.
Meltzoff, A. N. (1999). Origins of theory of mind, cognition and communication. Journal of Communication Disorders, 32(4), 251-269.
Mitchell, P., & Russell, J. (1991). Children's judgements of whether slightly and grossly discrepant objects were intended by a speaker. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 271-279.
Mitchell, P., & Taylor, L. M. (1999). Shape constancy and theory of mind: is there a link? Cognition, 70(2), 167-190.
Mithen, S. (1999). Palaeoanthropological perspectives on the theory of mind. In S. Baron-Cohen, H. Flusberg, & D. Cohen (Eds.), Understanding Other Minds: Perspectives from autism and cognitive neuroscience (pp. 494-508). Oxford: Oxford University Press.
Moore, C. (1996). Theories of mind in infancy. British Journal of Developmental Psychology, 14(1), 19-40.
Moore, C., Pure, K., & Furrow, D. (1990). Children's understanding of the modal expression of speaker certainty and uncertainty and its relation to the development of a representational theory of mind. Child Development, 61(3), 722-730.
Morey, J. R. (1992). Towards an empirically based theory of mind in schizophrenia: Cognitive processes, symptomatology and referential activity, Adelphi U, Inst of Advanced Psychological Studies, NY.
Mundy, P., Sigman, M., & Kasari, C. (1993). The theory of mind and joint-attention deficits in autism. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 181-203). Oxford: Oxford University Press.
Napolitano, F. (1990). Modular theory of the mind and metapsychology. Rivista di Psicoanalisi, 36(3), 638-667.
Nash, C. B. (1995). A panpsychic theory of mind and matter. Journal of the Society for Psychical Research, 60(838), 171-173.
Naudin, J., Henry, J.-M., Maurel-Raymondet, M., & Azorin, J.-M. (1997). Comment explorer la "theorie de l'esprit" chez les schizophrenes? Intentionnalite pulsionnelle et developpment. /How may we explore the "theory of mind" with schizophrenics? Pulsional intentionality and development. Evolution Psychiatrique, 62(2), 315-326.
Nelson, K., Plesa, D., & Henseler, S. (1998). Children's theory of mind: an experiential interpretation. Human Development, 41, 7-29.
Nunez, M., & Harris, P. L. (1998). Psychological and deontic concepts: Separate domains or intimate connection? Mind & Language, 13(2), 153-170.
O'Connell, S. (1995). Theory of Mind in Chimpanzees. PhD thesis, University of Liverpool.
Ozonoff, S., & McEvoy, R. E. (1994). A longitudinal study of executive function and theory of mind development in autism. Development & Psychopathology, 6(3), 415-431.
Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: a new approach to social skills training for individuals with autism. Journal of Autism & Developmental Disorders, 25(4), 415-33.
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology & Psychiatry & Allied Disciplines, 32(7), 1081-1105.
Ozonoff, S., Rogers, S. J., & Pennington, B. F. (1991). Asperger's syndrome: Evidence of an empirical distinction from high-functioning autism. Journal of Child Psychology & Psychiatry & Allied Disciplines, 32(7), 1107-1122.
Papafragou, A. (1998). The acquisition of modality: Implications for theories of semantic representation. Mind & Language, 13(3), 370-399.
Perner, J. (1991). On representing that: The asymmetry between belief and desire in children's theory of mind. In D. Frye & C. Moore (Eds.), Children's theories of mind: Mental states & social understanding (pp. 139-155). Hillsdale, NJ: Lawrence Erlbaum Associates.
Perner, J. (1992). Grasping the concept of representation: Its impact on 4-year-olds' theory of mind and beyond. Human Development, 35(3), 146-155.
Perner, J. (1993). The theory of mind deficit in autism: Rethinking the metarepresentation theory. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 112-137). Oxford: Oxford University Press.
Perner, J. (1995). The many faces of belief: reflections on Fodor's and the child's theory of mind. Cognition, 57(3), 241-69.
Perner, J., & Davies, G. (1991). Understanding the mind as an active information processor: Do young children have a "copy theory of mind?". Cognition, 39(1), 51-69.
Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child's theory of mind: Knowledge, belief, and communication. Child Development, 60(3), 689-700.
Perner, J., & Lang, B. (1999). Development of theory of mind and executive control. Trends in Cognitive Sciences, 3(9), 337-344.
Perner, J., & Lang, B. (2000). Theory of mind and executive function: is there a developmental relationship? In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 150-181). Oxford: Oxford University Press.
Perner, J., Ruffman, T., & Leekam, S. R. (1994). Theory of mind is contagious: You catch it from your sibs. Child Development, 65(4), 1228-1238.
Peterson, C. C., & Siegal, M. (1995). Deafness, conversation and theory of mind. Journal of Child Psychology & Psychiatry & Allied Disciplines, 36(3), 459-474.
Povinelli, D. J. (1994). A theory of mind is in the head, not the heart. Behavioral & Brain Sciences, 17(3), 573-574.
Povinelli, D. J., & Eddy, T. J. (1996). What young chimpanzees know about seeing. Monographs of the Society for Research in Child Development, 61((3):i-vi), 1-152; discussion 153-91.
Povinelli, D. J., & Preuss, T. M. (1995). Theory of mind: evolutionary history of a cognitive specialization. Trends In Neurosciences, 18(9), 418-24.
Premack, D. (1988). "Does the chimpanzee have a theory of mind' revisited. In R. W. Byrne & A. Whiten (Eds.), Machiavellian intelligence: Social expertise and the evolution of intellect in monkeys, apes, and humans. (pp. 160-179). Oxford: Clarendon Press/Oxford University Press.
Premack, D., & Dasser, V. (1991). Perceptual origins and conceptual evidence for theory of mind in apes and children. In A. Whiten (Ed.), Natural theories of mind: Evolution, development & simulation of everyday mindreading. (pp. 253-266). Oxford: Blackwell.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral & Brain Sciences, 1, 515-26.
Raffman, D. (1999). What autism may tell us about self-awareness: A commentary on Frith and Happ. Mind & Language, 14(1), 23-31.
Ramsey, W. (1994). Distributed representation and causal modularity: A rejoinder to Forster and Saidel. Philosophical Psychology, 7(4), 453-461.
Raver, C. C., & Leadbeater, B. J. (1993). The problem of the other in research on theory of mind and social development. Human Development, 36(6), 350-362.
Riviere, A. (1990). Language and theory of mind: Vygotsky, Skinner and beyond. In D. E. Blackman & H. Lejeune (Eds.), Behaviour analysis in theory and practice: Contributions & controversies. (pp. 199-213). Hove: Lawrence Erlbaum Associates.
Roland, P. E. (1994). Obstacles on the road towards a neuroscientific theory of mind. Journal of Theoretical Biology, 1711), 19-28.
Rossi, E. L. (1987). From mind to molecule: A state-dependent memory, learning, and behavior theory of mind-body healing. Advances, 4(2), 46-60.
Roth, D., & Leslie, A. M. (1991). The recognition of attitude conveyed by utterance: A study of preschool and autistic children. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 315-330.
Rowe, A. D., Bullock, P. R., Polkey, C. E., & Morris, R. G. (2001). `Theory of mind' impairments and their relationship to executive functioning following frontal lobe excisions. Brain, 124, 600-616.
Ruffman, T. (1996). Do children understand the mind by means of simulation or a theory: Evidence from their understanding of inference. Mind & Language, 11(4), 388-414.
Ruffman, T., Olson, D. R., & Astington, J. W. (1991). Children's understanding of visual ambiguity. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 89-102.
Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The "windows task" as a measure of strategic deception in preschoolers and autistic subjects. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 331-349.
Russell, P. A., Hosie, J. A., Gray, C. D., Scott, C., Hunter, N., Banks, J. S., & Macaulay, M. C. (1998). The development of theory of mind in deaf children. Journal of Child Psychology & Psychiatry & Allied Disciplines, 39(6), 903-10.
Rutter, M., & Bailey, A. (1993). Thinking and relationships: Mind and brain (some reflections on theory of mind and autism). In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 481-504). Oxford: Oxford University Press.
Sabbagh, M. A., & Callanan, M. A. (1998). Metarepresentation in action: 3-, 4-, and 5-year-olds' developing theories of mind in parent-child conversations. Developmental Psychology, 34(3), 491-502.
Samet, J. (1993). Autism and theory of mind: Some philosophical perspectives. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 427-449). Oxford: Oxford University Press.
Sarfati, Y., & Hardy-Bayl, M.-C. (1999). How do people with schizophrenia explain the behaviour of others? A study of theory of mind and its relationship to thought and speech disorganization in schizophrenia. Psychological Medicine, 29, 613-620.
Scholl, B. J., & Leslie, A. M. (1999). Modularity, development and 'theory of mind'. Mind & Language, 14(1), 131-153.
Schueller, G. H. (2000). Hey! Good looking. New Scientist, 166(2243), 31-34.
Schulkin, J. (2000). Theory of mind and mirroring neurons. Trends in Cognitive Sciences, 4(7), 252-254.
Schwanenflugel, P. J., Fabricius, W. V., & Alexander, J. (1994). Developing theories of mind: understanding concepts and relations between mental activities. Child Development, 65(6), 1546-63.
Schwanenflugel, P. J., Henderson, R. L., & Fabricius, W. V. (1998). Developing organization of mental verbs and theory of mind in middle childhood: evidence from extensions. Developmental Psychology, 34(3), 512-24.
Scott, F. J., & Baron-Cohen, S. (1996). Logical, analogical, and psychological reasoning in autism: A test of the Cosmides theory. Development & Psychopathology, 8(1), 235-245.
Segal, G. (1994). Modularity and representation. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 13(5), 706-11.
Segal, G. (1996). The modularity of theory of mind. In P. Carruthers & P. Smith (Eds.), Theories of theories of mind (pp. 141-157). Cambridge: Cambridge University Press.
Setterberg, S. R. (1992). "Organic unity theory: The mind-body problem revisited": Comment. American Journal of Psychiatry, 149(2), 280.
Shallice, T. (2001). 'Theory of mind' and the prefrontal cortex. Brain, 124, 247-248.
Shatz, M. (1994). Theory of mind and the development of social-linguistic intelligence in early childhood. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development. (pp. 311-329). Hove: Lawrence Erlbaum Associates.
Siegal, M., Carrington, J., & Radel, M. (1996). Theory of mind and pragmatic understanding following right hemisphere damage. Brain & Language, 53(1), 40-50.
Siegal, M., & Peterson, C. C. (1994). Children's theory of mind and the conversational territory of cognitive development. In C. Lewis & P. Mitchell (Eds.), Children's early understanding of mind: Origins and development. (pp. 427-455). Hove: Lawrence Erlbaum.
Slaughter, V., & Gopnik, A. (1996). Conceptual coherence in the child's theory of mind: training children to understand belief. Child Development, 67(6), 2967-88.
Sodian, B. (1991). The development of deception in young children. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 173-188.
Sodian, B., & Frith, U. (1993). The theory of mind deficit in autism: Evidence from deception. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 158-177). Oxford: Oxford University Press.
Sodian, B., Taylor, C., Harris, P. L., & Perner, J. (1991). Early deception and the child's theory of mind: False trails and genuine markers. Child Development, 62(3), 468-483.
Sparrevohn, R., & Howie, P. M. (1995). Theory of mind in children with autistic disorder: Evidence of developmental progression and the role of verbal ability. Journal of Child Psychology & Psychiatry & Allied Disciplines, 36(2), 249-263.
Spence, D. P. (1993). Beneath the analytic surface: The analysand's theory of mind. International Journal of Psycho-Analysis, 74(4), 729-738.
Steiner-Bell, K., & Kirby, J. R. (1998). Mindblindness: Implications for educating children with autism. Developmental Disabilities Bulletin, 26(1), 1-21.
Sterelny, K. (1990). The representational theory of mind: An introduction. Oxford: Basil Blackwell.
Stich, S., & Ravenscroft, I. (1994). What is folk psychology? Cognition, 50(1-3), 447-468.
Stone, V. E. (2000). The role of the frontal lobes and the amygdala in theory of mind. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 253-273). Oxford: Oxford University Press.
Stone, V. E., Baron-Cohen, S., & Knight, R. T. (1998). Frontal lobe contributions to theory of mind. Journal of Cognitive Neuroscience, 10(5), 640-56.
Stuss, D. T., Gallup, G. G., & Alexander, M. P. (2001). The frontal lobes are necessary for 'theory of mind'. Brain, 124, 279-286.
Suddendorf, T., & Fletcher-Flinn, C. M. (1997). Theory of mind and the origin of divergent thinking. Journal of Creative Behavior, 31(3), 169-179.
Sullivan, K., & Winner, E. (1991). When 3-year-olds understand ignorance, false belief and representational change. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 159-171.
Swettenham, J. G. (1993). The autistic child's theory of mind: A computer-based investigation, U York, England.
Tager-Flusberg, H. (1992). Autistic children's talk about psychological states: deficits in the early acquisition of a theory of mind. Child Development, 63(1), 161-72.
Taylor, M., & Carlson, S. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68, 436-455.
Taylor, M., & Carlson, S. M. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68(3), 436-55.
Taylor, M., Cartwright, B. S., & Bowden, T. (1991). Perspective taking and theory of mind: Do children predict interpretive diversity as a function of differences in observers' knowledge? Child Development, 62(6), 1334-1351.
Wahi, S., & Johri, R. (1994). Questioning a universal theory of mind: Mental-real distinctions made by Indian children. Journal of Genetic Psychology, 155(4), 503-510.
Welch-Ross, M. K. (1997). Mother-child participation in conversation about the past: relationships to preschoolers' theory of mind. Developmental Psychology, 33(4), 618-29.
Wellman, H. M. (1993). Early understanding of mind: The normal case. In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from autism. (pp. 10-39). Oxford: Oxford University Press.
Wellman, H. M. (1988). First steps in the child's theorizing about the mind. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind. (pp. 64-92). Cambridge: Cambridge University Press.
Wellman, H. M. (1990). The child's theory of mind. Cambridge, MA: MIT Press.
Wellman, H. M. (1991). From desires to beliefs: Acquisition of a theory of mind. In W. Andrew (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mindreading. (pp. 19-38): Basil Blackwell, Inc, Oxford, England.
Wellman, H. M., & Banerjee, M. (1991). Mind and emotion: Children's understanding of the emotional consequences of beliefs and desires. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 191-214.
Whiten, A. (Ed.). (1991). Natural theories of mind: Evolution, development and simulation of everyday mindreading . Oxford: Basil Blackwell.
Whiten, A. (1993). Evolving a theory of mind: The nature of non-verbal mentalism in other primates. In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: Perspectives from autism (pp. 367-396). Oxford: Oxford University Press.
Wimmer, H., & Hartl, M. (1991). Against the Cartesian view on mind: Young children's difficulty with own false beliefs. Special Issue: Perspectives on the child's theory of mind: I. British Journal of Developmental Psychology, 9(1), 125-138.
Wimmer, H., & Weichbold, V. (1994). Children's theory of mind: Fodor's heuristics examined. Cognition, 53(1), 45-57.
Winner, E., Brownell, H., Happ, F., Blum, A., & Pincus, D. (1998). Distinguishing lies from jokes: theory of mind deficits and discourse interpretation in right hemisphere brain-damaged patients. Brain & Language, 62(1), 89-106.
Winner, E., & Leekam, S. (1991). Distinguishing irony from deception: Understanding the speaker's second-order intention. Special Issue: Perspectives on the child's theory of mind: II. British Journal of Developmental Psychology, 9(2), 257-270.
Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological Bulletin, 124(3), 283-307.
Yirmiya, N., & Shulman, C. (1996). Seriation, conservation, and theory of mind abilities in individuals with autism, individuals with mental retardation, and normally developing children. Child Development, 67(5), 2045-59.
Yirmiya, N., Solomonica-Levi, D., Shulman, C., & Pilowsky, T. (1996). Theory of mind abilities in individuals with autism, Down syndrome, and mental retardation of unknown etiology: the role of age and intelligence. Journal of Child Psychology & Psychiatry & Allied Disciplines, 37(8), 1003-14.
Zelazo, P. D., Burack, J. A., Benedetto, E., & Frye, D. (1996). Theory of mind and rule use in individuals with Down's syndrome: a test of the uniqueness and specificity claims. Journal of Child Psychology & Psychiatry & Allied Disciplines, 37(4), 479-84.
Ziatas, K., Durkin, K., & Pratt, C. (1998). Belief term development in children with autism, Asperger syndrome, specific language impairment, and normal development: links to theory of mind development. Journal of Child Psychology & Psychiatry & Allied Disciplines, 39(5), 755-63.
