Candida C Peterson
Biographic Data
| ID | 79054 |
|---|---|
| NAME | Candida C Peterson |
| GIVEN NAMES | Candida C |
| FAMILY NAME | Peterson |
| SIGNATURE | PETERSON C C |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0001-7870-1219 |
| VERIFIED | Yes |
| TOTAL WORKS | 43 |
| TOTAL CITATIONS | 106 |
| AUTHOR COUNT | 43 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 5 |
A meta-analytic review on the social–emotional intelligence correlates of the six bullying roles: Bullies, followers, victims, bully-victims, defenders, and outsiders
Altruism, hypocrisy and theory of mind in autistic and nonautistic children
Children make choices between generosity and greed every day. Often they must also choose between confession or denial of antisocial acts like greed, thereby displaying either honesty or hypocrisy. Such choices pose cognitive challenges that, in theory, might reflect children's developing social-cognitions and affect their daily social lives and developmental opportunities. Individual differences in altruism and hypocrisy were examined in relatio…
Theory of Mind (ToM) Development in Thai Deaf Children
This study explored theory of mind (ToM) development in school-aged deaf children. To address new questions, we gave a standard, well-controlled false-belief test to a large (n = 200) sample of severely-to-profoundly deaf children aged 8–15 years in a non-Western culture (Thailand). There were 190 deaf children of hearing parents and 10 deaf native signers with signing deaf parents, consistent with overall population ratios. Comparing our Thai sa…
Understanding Theory of Mind in Deaf and Hearing College Students
Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior-is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of so…
Nimble negotiators: How theory of mind (ToM) interconnects with persuasion skills in children with and without ToM delay
Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder (ASD). High-level, informationally rich persuasive arguments increased with age in all groups in bot…
Culture, Parenting, and Children's Theory of Mind Development in Indonesia
Children's theory of mind (ToM) unfolds reliably through a sequence of conceptual milestones including, but not limited to, false belief. Sequences vary with culture, one observed previously in Western cultures (Australia, the United States) and another in two non-Western cultures, China and Iran. Two explanations for cross-cultural sequence differences have been suggested: (a) collectivism versus individualism or (b) authoritarian versus authori…
Empathy and Theory of Mind in Deaf and Hearing Children
Empathy (or sharing another's emotion) and theory of mind (ToM: the understanding that behavior is guided by true and false beliefs) are cornerstones of human social life and relationships. In contrast to ToM, there has been little study of empathy's development, especially in deaf children. Two studies of a total of 117 children (52 hearing; 65 deaf children of hearing parents) aged 4-13 years were therefore designed to (a) compare levels of emp…
Peer social skills and theory of mind in children with autism, deafness, or typical development
Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in both ToM understanding (with late-signing deaf children especially delayed even relative to autistic chi…
A Cultural Conundrum: Delayed False-Belief Understanding in Filipino Children
Theory of mind (ToM) is the child's representational understanding of mental states (e.g., true and false beliefs) and how these influence people's overt behavior. Past research in numerous Western and a few non-Western cultures has suggested that children throughout the world master a key milestone in ToM development, false-belief understanding, by age 5 to 6 years. However, before drawing theoretical conclusions about such apparent cross-cultur…
Meta-Analysis of Theory of Mind and Peer Popularity in the Preschool and Early School Years
It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta-analysis of 20 studies including 2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = .19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was we…
Talking theory of mind talk: Young school-aged children's everyday conversation and understanding of mind and emotion
Links between young children's everyday use of mindful conversational skills and their success on laboratory tests of theory of mind understanding (ToM) were evaluated. Using published scales, teachers rated the conversational behavior and shyness of 129 children aged 60 to 101 months (M = 78·8 months) who were in their first years of primary school. The children also took batteries of first- and second-order false-belief tests along with tests o…
Maltreatment and Advanced Theory of Mind Development in School-aged Children
Sarcasm and advanced theory of mind understanding in children and adults with prelingual deafness
Two studies addressed key theoretical debates in theory of mind (ToM) development by comparing (a) deaf native signers (n = 18), (b) deaf late signers (n = 59), and (c) age-matched hearing persons (n = 74) in childhood (Study 1: n = 81) and adulthood (Study 2: n = 70) on tests of first- and second-order false belief and conversational sarcasm. Results showed ToM development to be a life span phenomenon for deaf and hearing people alike. Native an…
Knowledge and Belief Understanding Among Iranian and Australian Preschool Children
For more than three decades, considerable research effort has been expended in documenting children's development of a theory of mind (ToM), or the recognition that behavior is determined by mental states. Studies comparing ToM development in children from Western and non-Western countries have shown differences in patterns of development in various ToM tasks. Specifically, Iranian children are slower than their Australian counterparts to acknowl…
Scaling Theory of Mind Development in Indigenous- and Anglo-Australian Toddlers and Older Children
We examined the growth of a theory of mind (ToM) in Indigenous Australian children who spoke Aboriginal English as their first language. We also pioneered the suitability of a five-step developmental scale of ToM understanding for 2-year-old toddlers from Indigenous- and Anglo-Australian cultural backgrounds. A total of 97 children aged 2 to 5 years took (a) a battery of false belief (FB) tests, (b) a developmental ToM Scale, and (c) a standard l…
Iranian Mothers' Disciplinary Strategies and Theory of Mind in Children: A Focus on Belief Understanding
Developing an understanding of others' minds (called theory of mind) has been a topic of considerable research effort. Literature on theory of mind and family influences within Western cultures has documented that children's understanding of mind is related to parental and family factors such as the number of siblings, discussion about emotions inside the family, and parenting styles. However, research in non-Western cultures is scarce, despite c…
Cultural and Family Influences on Children's Theory of Mind Development: A Comparison of Australian and Iranian School-Age Children
Over the past three decades, considerable research effort has been expended charting how and when children develop an understanding of others' minds. Multicultural studies allow us to determine what features of this important cognitive developmental achievement might be universal and what aspects are culturally specific. However, the body of literature in this area is slim and unsystematic. The current study therefore aimed to contrast and compar…
Personal Relationships Across the Lifespan
Personal Relationships Across the Lifespan presents a comprehensive and up-to-date account of the role of personal relationships in people's lives. Highlighting areas of special significance and research interest at each major life-stage, Patricia Noller, Judith A. Feeney and Candida Peterson, examine how close relationships develop over time and influence individual adjustment. They explore a wide rangeof relationships, including some that are o…
Deafness, thought bubbles, and theory-of-mind development
The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress on a broader theory-of-mind scale. By combining intervention, microgenetic, and developmental scaling …
I can talk you into it: Theory of mind and persuasion behavior in young children
We investigated links between persuasive behavior and theory of mind (ToM) understanding using a novel naturalistic peer persuasion task in which children were invited to convince an interactive puppet to eat raw broccoli or brush his teeth. Sixty-three 3- to 8-year-olds (M age = 6 years, 6 months) took part in the persuasion task and were also given a battery of first-order and advanced false belief tests. As predicted, the number of independent…
Culture and the sequence of steps in theory of mind development
To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery. In line with our predictions, the children from Iran conformed to a distinctive sequence previously obse…
Maternal mental state talk and infants' early gestural communication
Twenty-four infants were tested monthly for the production of imperative and declarative gestures between 0 ; 9 and 1 ; 3 and concurrent mother–infant free-play sessions were conducted at 0 ; 9, 1 ; 0 and 1 ; 3 (Carpenter, Nagell & Tomasello, 1998). Free-play transcripts were subsequently coded for maternal talk about mental states. Results revealed that the earlier infants produced imperative gestures, the more frequently their mothers made refe…
Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development
Preschoolers' theory of mind (ToM) was examined in relation to emotional features of their conflicts with siblings, using mothers as privileged informants. Fifty‐four children aged 3 to 5 years and their 54 mothers took part. Children were given 10 standard false belief tasks and a standardized language test. Mothers completed questionnaires, rated vignettes, and kept a conflict diary to provide detailed data on siblings' conflicts, mothers' conf…
Attachment patterns of young adults in stepfamilies and biological families
This research addressed the under-studied question of attachment patterns in stepfamilies. In total, 368 young adults participated in three studies assessing key aspects of attachment in stepfamilies and biological families (categorical attachment, working models, attachment dimensions and attachment figures). Stepfamily participants were less likely than biological family participants to endorse a categorical measure of secure attachment and had…
Maternal Talk About Mental States and the Emergence of Joint Visual Attention
Twenty‐four infants were tested monthly for gaze and point following between 9 and 15 months of age and mother‐infant free play sessions were also conducted at 9, 12, and 15 months (Carpenter, Nagell, & Tomasello, 1998). Using this data set, this study explored relations between maternal talk about mental states during mothers' free play with their infants and the emergence of joint visual attention in infants. Contrary to hypothesis, mothers' co…
Culture and the sequence of steps in theory of mind development
To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery. In line with our predictions, the children from Iran conformed to a distinctive sequence previously obse…
Peer social skills and theory of mind in children with autism, deafness, or typical development
Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in both ToM understanding (with late-signing deaf children especially delayed even relative to autistic chi…
Preschoolers' understanding of lies and innocent and negligent mistakes
It has often been proposed that young children are not capable of distinguishing mistakes from lies and that they do not discriminate between the reactions that are generated by innocent and negligent mistakes. In our investigation, children aged 3 to 5 years were asked to choose whether a perpetrator had made a mistake or had lied about a food's contact with contaminants and were required to indicate whether this choice would produce a neutral o…
Iranian Mothers' Disciplinary Strategies and Theory of Mind in Children: A Focus on Belief Understanding
Developing an understanding of others' minds (called theory of mind) has been a topic of considerable research effort. Literature on theory of mind and family influences within Western cultures has documented that children's understanding of mind is related to parental and family factors such as the number of siblings, discussion about emotions inside the family, and parenting styles. However, research in non-Western cultures is scarce, despite c…
I can talk you into it: Theory of mind and persuasion behavior in young children
We investigated links between persuasive behavior and theory of mind (ToM) understanding using a novel naturalistic peer persuasion task in which children were invited to convince an interactive puppet to eat raw broccoli or brush his teeth. Sixty-three 3- to 8-year-olds (M age = 6 years, 6 months) took part in the persuasion task and were also given a battery of first-order and advanced false belief tests. As predicted, the number of independent…
Cultural and Family Influences on Children's Theory of Mind Development: A Comparison of Australian and Iranian School-Age Children
Over the past three decades, considerable research effort has been expended charting how and when children develop an understanding of others' minds. Multicultural studies allow us to determine what features of this important cognitive developmental achievement might be universal and what aspects are culturally specific. However, the body of literature in this area is slim and unsystematic. The current study therefore aimed to contrast and compar…
Deafness, thought bubbles, and theory-of-mind development
The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress on a broader theory-of-mind scale. By combining intervention, microgenetic, and developmental scaling …
Breaking the mold: A fresh look at children's understanding of questions about lies and mistakes
In this investigation, we reexamine the claim that young children regard all false statements as lies. Children aged 3 to 5 years were shown 2 teddy bears. One bear had seen that bread which appeared edible was in reality moldy; the other had not seen the moldy contaminant. Both bears told an uninformed friend that the bread was okay to eat. When asked to identify a bear as lying or mistaken, rather than as lying or not lying, many children of al…
Culture, Parenting, and Children's Theory of Mind Development in Indonesia
Children's theory of mind (ToM) unfolds reliably through a sequence of conceptual milestones including, but not limited to, false belief. Sequences vary with culture, one observed previously in Western cultures (Australia, the United States) and another in two non-Western cultures, China and Iran. Two explanations for cross-cultural sequence differences have been suggested: (a) collectivism versus individualism or (b) authoritarian versus authori…
Sarcasm and advanced theory of mind understanding in children and adults with prelingual deafness
Two studies addressed key theoretical debates in theory of mind (ToM) development by comparing (a) deaf native signers (n = 18), (b) deaf late signers (n = 59), and (c) age-matched hearing persons (n = 74) in childhood (Study 1: n = 81) and adulthood (Study 2: n = 70) on tests of first- and second-order false belief and conversational sarcasm. Results showed ToM development to be a life span phenomenon for deaf and hearing people alike. Native an…
The relationship of gender, sex role, and law-and-order attitudes to nuclear opinions
Nimble negotiators: How theory of mind (ToM) interconnects with persuasion skills in children with and without ToM delay
Persuasion is an essential social skill. Yet its development and underpinnings are poorly understood. In 2 studies, a total of 167 children aged 3 to 12 years took theory of mind (ToM) tests and participated in unscripted, seminaturalistic persuasive conversations. Children were typically developing (TD) or had deafness or autism spectrum disorder (ASD). High-level, informationally rich persuasive arguments increased with age in all groups in bot…
Attachment patterns of young adults in stepfamilies and biological families
This research addressed the under-studied question of attachment patterns in stepfamilies. In total, 368 young adults participated in three studies assessing key aspects of attachment in stepfamilies and biological families (categorical attachment, working models, attachment dimensions and attachment figures). Stepfamily participants were less likely than biological family participants to endorse a categorical measure of secure attachment and had…
Lies, Mistakes, and Blessings: Defining and Characteristic Features in Conceptual Development
In this study, we examined the extent to which young children can be influenced by the perceived blessed status of an actor in their evaluations of behavior as a lie or mistake. Children aged 4 and 5 years attending Catholic schools in an urban center in Northern Italy were provided with a situation in which two girls in church were blessed with holy water ("blessed condition") or shook the priest's hand ("not blessed"). The girls were then place…
Altruism, hypocrisy and theory of mind in autistic and nonautistic children
Children make choices between generosity and greed every day. Often they must also choose between confession or denial of antisocial acts like greed, thereby displaying either honesty or hypocrisy. Such choices pose cognitive challenges that, in theory, might reflect children's developing social-cognitions and affect their daily social lives and developmental opportunities. Individual differences in altruism and hypocrisy were examined in relatio…
A Cultural Conundrum: Delayed False-Belief Understanding in Filipino Children
Theory of mind (ToM) is the child's representational understanding of mental states (e.g., true and false beliefs) and how these influence people's overt behavior. Past research in numerous Western and a few non-Western cultures has suggested that children throughout the world master a key milestone in ToM development, false-belief understanding, by age 5 to 6 years. However, before drawing theoretical conclusions about such apparent cross-cultur…
Maltreatment and Advanced Theory of Mind Development in School-aged Children
Scaling Theory of Mind Development in Indigenous- and Anglo-Australian Toddlers and Older Children
We examined the growth of a theory of mind (ToM) in Indigenous Australian children who spoke Aboriginal English as their first language. We also pioneered the suitability of a five-step developmental scale of ToM understanding for 2-year-old toddlers from Indigenous- and Anglo-Australian cultural backgrounds. A total of 97 children aged 2 to 5 years took (a) a battery of false belief (FB) tests, (b) a developmental ToM Scale, and (c) a standard l…
Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development
Preschoolers' theory of mind (ToM) was examined in relation to emotional features of their conflicts with siblings, using mothers as privileged informants. Fifty‐four children aged 3 to 5 years and their 54 mothers took part. Children were given 10 standard false belief tasks and a standardized language test. Mothers completed questionnaires, rated vignettes, and kept a conflict diary to provide detailed data on siblings' conflicts, mothers' conf…
Depression, Emotional Arousability, and Perceptions of Parenting in Adult Adoptees and Non-Adoptees
Adult adoptees (n = 144) and non-adoptees (n = 131) were surveyed in order to investigate (1) the relative contributions of adoptive status and parental variables to measures of adjustment, and (2) possible differences between searching and non-searching adoptees. Parental variables were more important than adoptive status in predicting depression, though adoptive status and perceptions of parenting were both significant predictors of emotional a…
Confidentiality issues in psychological research
There has been increased attention in recent years to the importance of individual privacy and professional confidentiality both in Australia and overseas. At the same time, psychologists' growing research interests in areas such as AIDS, child sexual abuse, and domestic violence have led to new ethical dilemmas over the contract of confidentiality between researchers and their research participants. The present paper discusses a number of issues…
Heated Argument and Adolescent Development
This study explored some correlates of parent-child conflict in healthy, nonclinical families. The subjects were 100 Australian adolescents, fifty male and fifty female, who were divided into concrete-operational and formal/transitional groups on the basis of their performance on two Piagetian problem-solving tasks. Their habitual modes of dealing with disagreements with their parents were scored on a continuum from conflict evasion through calm …
Conflict and moral judgment
Extant-Link and Applied-Link Mediation in an Acquired Equivalence Paradigm
“Extant” verbal labels are those which Ss bring from preexperimental experience. “Applied” labels are learned during the experiment itself. Extant labels function as symbolic mediating responses in an acquired equivalence task but, when offered a choice, Ss mediate according to applied labels. The results are interpreted in terms of the effects of applied-label training and the nature of the extant mediating responses
Concept Dominance and Mediator Availability Re-Examined
Heidbreder's order of concept dominance is re-examined by a technique effectively used to test form vs. color dominance in children. Results disconfirm Heidbreder's ordering of form and object concepts and question Osgood's hypothesis on the function of verbal mediators in establishing concept dominance
Conflict and moral judgment
Linguistic Determinants of the Difficulty of True-False Test Items
Adults read a prose passage and responded to questions based on it which were either true or false and were phrased either affirmatively or negatively. True negatives yielded most errors, followed in order by false negatives, true affirmatives, and false affirmatives. The discrepancy from the ordering Wason (1961) found for binary propositions and the implications for construction of true-false examinations are discussed
You have to be in it to win it”: A comment on over and moore's citation statistics
(1980). “You have to be in it to win it”: A comment on over and moore's citation statistics. Australian Psychologist: Vol. 15, No. 2, pp. 241-252
Heated Argument and Adolescent Development
This study explored some correlates of parent-child conflict in healthy, nonclinical families. The subjects were 100 Australian adolescents, fifty male and fifty female, who were divided into concrete-operational and formal/transitional groups on the basis of their performance on two Piagetian problem-solving tasks. Their habitual modes of dealing with disagreements with their parents were scored on a continuum from conflict evasion through calm …
The relationship of gender, sex role, and law-and-order attitudes to nuclear opinions
Equity and marital satisfaction over the family life cycle
Marital satisfaction and perceptions of global marital equity were assessed in a sample of 373 Australian husbands and wives drawn from four phases of the family life cycle: preparenthood, childrearing, launching, and the empty nest. For wives only, satisfaction levels across successive phases described the U‐shaped curve predicted from previous research. Sex differences emerged in perceptions of marital equity: During childrearing and the empty …
Confidentiality issues in psychological research
There has been increased attention in recent years to the importance of individual privacy and professional confidentiality both in Australia and overseas. At the same time, psychologists' growing research interests in areas such as AIDS, child sexual abuse, and domestic violence have led to new ethical dilemmas over the contract of confidentiality between researchers and their research participants. The present paper discusses a number of issues…
Breaking the mold: A fresh look at children's understanding of questions about lies and mistakes
In this investigation, we reexamine the claim that young children regard all false statements as lies. Children aged 3 to 5 years were shown 2 teddy bears. One bear had seen that bread which appeared edible was in reality moldy; the other had not seen the moldy contaminant. Both bears told an uninformed friend that the bread was okay to eat. When asked to identify a bear as lying or mistaken, rather than as lying or not lying, many children of al…
Domain specificity and everyday biological, physical, and psychological thinking in normal, autistic, and deaf children: D Omain S Pecificity
Preschoolers' understanding of lies and innocent and negligent mistakes
It has often been proposed that young children are not capable of distinguishing mistakes from lies and that they do not discriminate between the reactions that are generated by innocent and negligent mistakes. In our investigation, children aged 3 to 5 years were asked to choose whether a perpetrator had made a mistake or had lied about a food's contact with contaminants and were required to indicate whether this choice would produce a neutral o…
Marital conflict patterns: Links with family conflict and family members’perceptions of one another
The goal of this study was to explore the effects of marital conflict on conflict patterns in the family, and on family members’perceptions of one another. Sixty‐eight two‐parent families with adolescent twins participated, with parents reporting on the conflict patterns used by the marital dyad, and by themselves in interaction with each of their twins, and adolescent twins reporting on their interactions with each other. In addition, all four f…
Lies, Mistakes, and Blessings: Defining and Characteristic Features in Conceptual Development
In this study, we examined the extent to which young children can be influenced by the perceived blessed status of an actor in their evaluations of behavior as a lie or mistake. Children aged 4 and 5 years attending Catholic schools in an urban center in Northern Italy were provided with a situation in which two girls in church were blessed with holy water ("blessed condition") or shook the priest's hand ("not blessed"). The girls were then place…
Relationship Between the Parenting Styles of Biological Parents and Stepparents and the Adjustment of Young Adult Stepchildren
This article examines the adjustment of 136 young adult stepchildren and exposure to parent and stepparent warmth, control, and parenting style (authoritative, authoritarian, supportive, or disengaged). Parental warmth was found to be consistently associated with adult children's adjustment, while parental control, and the individual parenting styles of parents and stepparents were largely unrelated to adjustment. Young adults whose parent and st…
Steps in Theory-of-Mind Development for Children With Deafness or Autism
Prior research demonstrates that understanding theory of mind (ToM) is seriously and similarly delayed in late-signing deaf children and children with autism. Are these children simply delayed in timing relative to typical children, or do they demonstrate different patterns of development? The current research addressed this question by testing 145 children (ranging from 3 to 13 years) with deafness, autism, or typical development using a ToM sca…
Depression, Emotional Arousability, and Perceptions of Parenting in Adult Adoptees and Non-Adoptees
Adult adoptees (n = 144) and non-adoptees (n = 131) were surveyed in order to investigate (1) the relative contributions of adoptive status and parental variables to measures of adjustment, and (2) possible differences between searching and non-searching adoptees. Parental variables were more important than adoptive status in predicting depression, though adoptive status and perceptions of parenting were both significant predictors of emotional a…
Adoption, attachment, and relationship concerns: A study of adult adoptees
We examined the impact of adoptive status and family experiences on adult attachment security and how attachment predicts relationship outcomes. Adults adopted as infants ( N = 144) and a sample of nonadoptees ( N = 131) completed measures of attachment security at recruitment and 6 months later; other measures assessed parental bonding and adoptees’ reunion experiences (Time 1), and relationship variables (e.g., loneliness, relationship quality;…
Maternal Talk About Mental States and the Emergence of Joint Visual Attention
Twenty‐four infants were tested monthly for gaze and point following between 9 and 15 months of age and mother‐infant free play sessions were also conducted at 9, 12, and 15 months (Carpenter, Nagell, & Tomasello, 1998). Using this data set, this study explored relations between maternal talk about mental states during mothers' free play with their infants and the emergence of joint visual attention in infants. Contrary to hypothesis, mothers' co…
Maternal mental state talk and infants' early gestural communication
Twenty-four infants were tested monthly for the production of imperative and declarative gestures between 0 ; 9 and 1 ; 3 and concurrent mother–infant free-play sessions were conducted at 0 ; 9, 1 ; 0 and 1 ; 3 (Carpenter, Nagell & Tomasello, 1998). Free-play transcripts were subsequently coded for maternal talk about mental states. Results revealed that the earlier infants produced imperative gestures, the more frequently their mothers made refe…
Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development
Preschoolers' theory of mind (ToM) was examined in relation to emotional features of their conflicts with siblings, using mothers as privileged informants. Fifty‐four children aged 3 to 5 years and their 54 mothers took part. Children were given 10 standard false belief tasks and a standardized language test. Mothers completed questionnaires, rated vignettes, and kept a conflict diary to provide detailed data on siblings' conflicts, mothers' conf…
Attachment patterns of young adults in stepfamilies and biological families
This research addressed the under-studied question of attachment patterns in stepfamilies. In total, 368 young adults participated in three studies assessing key aspects of attachment in stepfamilies and biological families (categorical attachment, working models, attachment dimensions and attachment figures). Stepfamily participants were less likely than biological family participants to endorse a categorical measure of secure attachment and had…
Culture and the sequence of steps in theory of mind development
To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery. In line with our predictions, the children from Iran conformed to a distinctive sequence previously obse…
Personal Relationships Across the Lifespan
Personal Relationships Across the Lifespan presents a comprehensive and up-to-date account of the role of personal relationships in people's lives. Highlighting areas of special significance and research interest at each major life-stage, Patricia Noller, Judith A. Feeney and Candida Peterson, examine how close relationships develop over time and influence individual adjustment. They explore a wide rangeof relationships, including some that are o…
Deafness, thought bubbles, and theory-of-mind development
The processes and mechanisms of theory-of-mind development were examined via a training study of false-belief conceptions in deaf children of hearing parents (N = 43). In comparison to 2 different control conditions, training based on thought-bubble instruction about beliefs was linked with improved false-belief understanding as well as progress on a broader theory-of-mind scale. By combining intervention, microgenetic, and developmental scaling …
Psychology (42 works) · Developmental psychology (34 works) · Child and Animal Learning Development (26 works) · Social Psychology (23 works) · Cognition (22 works) · Theory of mind (20 works) · Social Psychology (15 works) · Cognitive psychology (10 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Linguistics (8 works)