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Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis

https://doi.org/10.1016/j.appdev.2008.12.020
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Effects of Validity and Bias on Gender Differences in the Appraisal of Children's Competence: Results of MTMM Analyses in a Longitudinal Investigation
inferredcites →https://doi.org/10.1207/s15374424jccp2202_3openalex-snapshot
Cognitive Risk and Its Association With Risk for Disruptive Behavior Disorder in Preschoolers
inferredcites →https://doi.org/10.1207/s15566935eed0603_4openalex-snapshot
Relationships Among Early Childhood Behavior Rating Scales: Convergent and Discriminant Construct Validity of the Preschool and Kindergarten Behavior Scales
inferredcites →https://doi.org/10.1207/s15566935eed1204_7openalex-snapshot
Individual Differences in Theory of Mind, Aggressive Behavior, and Social Skills In Young Children
inferredcites →https://doi.org/10.1207/s15566935eed1301_3openalex-snapshot
Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations
inferredcites →https://doi.org/10.1207/s15566935eed1404_3openalex-snapshot
False-Belief Understanding in a Low-Income Population
inferredcites →https://doi.org/10.1207/s15566935eed1603_3openalex-snapshot
False Belief, Emotion Understanding, and Social Skills Among Head Start and Non-Head Start Children
inferredcites →https://doi.org/10.1348/026151000165698openalex-snapshot
Siblings in the development of executive control and a theory of mind
inferredcites →https://doi.org/10.1348/026151002760390945openalex-snapshot
Theory of mind and peer acceptance in preschool children
inferredcites →https://doi.org/10.2307/1129640openalex-snapshot
The Perceived Competence Scale for Children
inferredcites →https://doi.org/10.2307/1130386openalex-snapshot
Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction
inferredcites →https://doi.org/10.2307/1131658openalex-snapshot
Individual Differences in Young Children's Pretend Play with Mother and Sibling: Links to Relationships and Understanding of Other People's Feelings and Beliefs
inferredcites →https://doi.org/10.2307/1132275openalex-snapshot
The Contribution of Neighborhood and Family Income to Developmental Test Scores over the First Three Years of Life
inferredcites →https://doi.org/10.2307/1166156openalex-snapshot
National Survey of Problems and Competencies among Four- to Sixteen-Year-Olds: Parents' Reports for Normative and Clinical Samples
inferredcites →https://doi.org/10.2307/1166208openalex-snapshot
Prefrontal Cortex Cognitive Deficits in Children Treated Early and Continuously for PKU
inferredcites →https://doi.org/10.4324/9780203488508openalex-snapshot
Individual Differences in Theory of Mind
inferredcites →https://doi.org/10.4324/9780203488508-6openalex-snapshot
Sometimes Necessary, Never Sufficient: False-Belief Understanding and Social Competence
inferredcites →https://doi.org/10.4324/9780203943236openalex-snapshot
Child Psychology
inferredcites →https://doi.org/10.4324/9781003417927-9openalex-snapshot
Executive Functions and Theory of Mind: Cognitive Complexity or Functional Dependence?
inferredcites →https://doi.org/10.4324/9781315784670-29openalex-snapshot
Linguistic determinism and the understanding of false beliefs.
inferredcites →https://doi.org/10.4324/9781315807829openalex-snapshot
Children's Theories of Mind
inferredcites →https://doi.org/10.4324/9781410610966-12openalex-snapshot
Self-Regulation and Children’s Theories of Mind
inferredcites →https://doi.org/10.5860/choice.26-5332openalex-snapshot
Developing theories of mind
inferredcites →https://doi.org/10.5860/choice.27-1212openalex-snapshot
The beginnings of social understanding
inferredcites →https://doi.org/10.5860/choice.28-6498openalex-snapshot
Acts of meaning
inferredcites →https://doi.org/10.5860/choice.33-2412openalex-snapshot
Mindblindness: an essay on autism and theory of mind
inferredcites →https://doi.org/10.5860/choice.34-2464openalex-snapshot
Agency: its role in mental development
inferredcites →https://doi.org/10.5860/choice.36-1880openalex-snapshot
The two sexes: growing up apart, coming together
inferredcites →https://doi.org/10.7551/mitpress/1811.001.0001openalex-snapshot
The Child's Theory of Mind
inferredcites →https://doi.org/10.7551/mitpress/6988.001.0001openalex-snapshot
Understanding the Representational Mind

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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How Do Theory of Mind and Understanding Social Situations Contribute to Idiom and Irony Comprehension in ASD?
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Executive Functioning as a Pathway Between Social Skills and Psychopathology: The Moderating Role of Autism Diagnosis
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Cardiac vagal regulation in infancy predicts executive function and social competence in preschool: Indirect effects through language
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Validation of the Peer Social Maturity Scale for Assessing Children's Social Skills
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Individual Differences in Early Executive Functions: A Longitudinal Study from 12 to 36 Months
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Self‐Regulation: Relations with Theory of Mind and Social Behaviour
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The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age
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Association between theory of mind and mental state talk in preschoolers and later social competence and behaviour
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The individual contributions of three executive function components to preschool social competence
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Cognitive self‐regulation and social functioning among French children: A longitudinal study from kindergarten to first grade
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Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge
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Research Methods in Neuropsychology
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Sociometric Status and Child Development in Preschool Age
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Theory of Mind
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Executive Functions in Autism Spectrum Disorder
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Theory of Mind
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Association of ADHD symptoms and social competence with cognitive status in preschoolers
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Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders
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RETRACTED ARTICLE: The Relation between Home Environment and Each Domain of Executive Function Skills of Children
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Cognitive Control Deficits in Shifting and Inhibition in Preschool Age Children are Associated with Increased Depression and Anxiety Over 7.5 Years of Development
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Collaborative Problem Solving in Young Typical Development and HFASD
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Mind Reading Skills and Empathy: Evidence for Nice and Nasty ToM Behaviours in School-Aged Children
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Relations Among Sociocognitive Abilities and Prosocial Behavior
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Relations between Temperament and False Belief Understanding in the Preschool Age
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Executive Function and Emotional, Behavioral, and Social Competence Problems in Children with Epilepsy
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Storybooks as a context for theory of mind intervention: a systematic review
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The future of social cognition: paradigms, concepts and experiments
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Suppressing reality: negative priming exposes belief inhibition in adult false belief tasks
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Keeping Children in Mind: Mentalizing Capacities of Caregivers and Educators and the Development of Theory of Mind in Preschool Children
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Executive Function
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Executive function
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Children's sharing with collaborators versus competitors: The impact of theory of mind and executive functioning
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Theory of mind and peer cooperation in two play contexts
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Theory of mind development in impoverished U.S. children and six cross-cultural comparisons
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Children’s and adults’ beliefs about the stability of traits from infancy to adulthood: Contributions of age and executive function
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The effect of taxing situations on preschool children’s responses to peer conflict
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Executive functions and social cognition from early childhood to pre-adolescence: A systematic review
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Development of the Home Executive Function Environment (HEFE) Scale: Assessing its relation to preschoolers' executive function
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The role of language in the association between theory of mind and executive functioning in early childhood: New longitudinal evidence
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Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age
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Individual differences in false belief understanding are stable from 3 to 6 years of age and predict children’s mental state talk with school friends
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Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?
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Not just a sum of its parts: How tasks of the theory of mind scale relate to executive function across time
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But they weren’t being careful! Role of theory of mind in moral judgments about victim and transgressor negligence
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Contributions of preschool behavioral self-regulation and social skills to growth in different domains of early math knowledge
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Immediate and delayed effects of fantastical content on children’s executive functions and mental transformation
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Thinking about thinking: A longitudinal investigation linking developments in metacognition, inhibitory control, and theory of mind
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Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs
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Patterns of heterogeneity in kindergarten children's executive function: Profile associations with third grade achievement
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Implicit false-belief processing in the human brain
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The relationship between executive functions and the perspective-taking skill of theory of mind: Insights from deaf and hard of hearing children with cochlear implants
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Prefrontal mechanisms of comorbidity from a transdiagnostic and ontogenic perspective
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Normal Birth Weight Variation and Children’s Neuropsychological Functioning: Links between Language, Executive Functioning, and Theory of Mind
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When Injury Clouds Understanding of Others: Theory of Mind after Mild TBI in Preschool Children
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Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students
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Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students – ERRATUM
inferred← citeshttps://doi.org/10.1037/dev0000105openalex-snapshot
Theory of mind in middle childhood: Longitudinal associations with executive function and social competence.
inferred← citeshttps://doi.org/10.1037/dev0000409openalex-snapshot
Not just numeracy and literacy: Theory of mind development and school readiness among low-income children.
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Infant electroencephalogram coherence and early childhood inhibitory control: Foundations for social cognition in late childhood.
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Long-term brain-injury-specific effects following preschool mild TBI: A study of theory of mind.
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Functioning in the Real World: Using Storytelling to Improve Validity in the Assessment of Executive Functions
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Peer and Teacher-Selected Peer Buddies for Adolescents With Autism Spectrum Disorders: The Role of Social, Emotional, and Mentalizing Abilities
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Supporting social-emotional development in early childhood education and care – a randomized parallel group trial evaluating the impact of two different interventions
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Social behaviour, socio-cognitive skills and attachment style in school-aged children: what is the relation with academic outcomes?
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The development of theory of mind: predictors and moderators of improvement in kindergarten
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Parent discipline and pre-schoolers’ social skills
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Self-regulation and play: how children’s play directed with executive function and emotion regulation
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Executive function and psychosocial adjustment in healthy children and adolescents: A latent variable modelling investigation
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Executive and attentional contributions to Theory of Mind deficit in attention deficit/hyperactivity disorder (ADHD)
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Item response theory analyses of the Delis-Kaplan Executive Function System card sorting subtest
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Childhood executive control and adolescent substance use initiation: the mediating roles of physical and relational aggression and prosocial behavior
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Self-Regulation Mediates the Link Between Family Context and Socioemotional Competence in Turkish Preschoolers
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Longitudinal Predictors of Vocabulary Knowledge in Turkish Children: The Role of Maternal Warmth, Inductive Reasoning, and Children’s Inhibitory Control
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Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness
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Exposure to Interactive Media, but at Low Levels, is Associated with Better Executive Functioning in Children: A Meta-Analysis
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Early Media Use Predicts Later Executive Function Difficulties Through Problematic Media Use: A Cross-Lagged Panel Model Testing Bidirectional Relations in Middle Childhood with an Early Childhood Media Use Predictor
inferred← citeshttps://doi.org/10.1080/15248372.2013.824883openalex-snapshot
The Relation Between Executive Function and Theory of Mind is More Than Skin Deep
inferred← citeshttps://doi.org/10.1080/15248372.2017.1327438openalex-snapshot
The More the Merrier? Sibling Composition and Early Manifestations of Theory of Mind in Toddlers
inferred← citeshttps://doi.org/10.1080/15248372.2020.1828425openalex-snapshot
Prosocial Behavior: The Role of Theory of Mind and Executive Functions
inferred← citeshttps://doi.org/10.1080/15248372.2020.1853125openalex-snapshot
Children’s Poverty Exposure and Hot and Cool Executive Functions: Differential Impacts of Parental Financial Strain
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Self-regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions
inferred← citeshttps://doi.org/10.1080/15248372.2022.2110873openalex-snapshot
Executive Function and Theory of Mind in Children Living in Poverty: A Short-term Longitudinal Study
inferred← citeshttps://doi.org/10.1080/15248372.2026.2618781openalex-snapshot
Children’s Performance and Social Behaviour During Competitive Games
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Caregivers’ Elaboration During Joint Narratives Predicts Chinese Children’s Emotion Regulation: Is Theory of Mind a Mediator?
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A Transdiagnostic Examination of Self-Regulation: Comparisons Across Preschoolers with ASD, ADHD, and Typically Developing Children
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What is “theory of mind”? Concepts, cognitive processes and individual differences
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Predictive value of traditional, naturalistic, and self-rated executive measures on the everyday functional status of outpatients with schizophrenia: an exploratory study
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Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood
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Social interaction in early and middle childhood: The role of theory of mind
inferred← citeshttps://doi.org/10.1108/978-1-62396-513-620251010openalex-snapshot
Measurement of Theory of Mind from Infancy Through the Early School Years
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The development of theory of mind in autistic children: contribution of executive function, syntactic structure and lexical development
inferred← citeshttps://doi.org/10.1111/bjdp.12060openalex-snapshot
Friendlessness and theory of mind: A prospective longitudinal study
inferred← citeshttps://doi.org/10.1111/bjdp.12282openalex-snapshot
Parental predictors of children's executive functioning from ages 6 to 10
inferred← citeshttps://doi.org/10.1111/cdev.12017openalex-snapshot
Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood
inferred← citeshttps://doi.org/10.1111/cdev.12043openalex-snapshot
Siblings, Theory of Mind, and Executive Functioning in Children Aged 3–6 Years: New Longitudinal Evidence
inferred← citeshttps://doi.org/10.1111/cdev.12227openalex-snapshot
The Contribution of Symbolic Skills to the Development of an Explicit Theory of Mind
inferred← citeshttps://doi.org/10.1111/cdev.12237openalex-snapshot
Relations Between False Belief Understanding and Executive Function in Early Childhood: A Meta-Analysis
inferred← citeshttps://doi.org/10.1111/cdev.13064openalex-snapshot
Longitudinal Theory of Mind (ToM) Development From Preschool to Adolescence With and Without ToM Delay
inferred← citeshttps://doi.org/10.1111/cdev.13160openalex-snapshot
From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness
inferred← citeshttps://doi.org/10.1111/desc.12302openalex-snapshot
Cumulative risk disparities in children's neurocognitive functioning: a developmental cascade model
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The role of executive function and social‐emotional skills in the development of literacy and numeracy during preschool: a cross‐lagged longitudinal study
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Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding
inferred← citeshttps://doi.org/10.1111/j.1467-9507.2011.00625.xopenalex-snapshot
The Role of Physical Context, Verbal Skills, Non‐parental Care, Social Support, and Type of Parental Discipline in the Development of ToM Capacity in Five‐Year‐Old Children
inferred← citeshttps://doi.org/10.1111/j.1750-8606.2011.00176.xopenalex-snapshot
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function: A Call for an Integrated Model of Self-Regulation
inferred← citeshttps://doi.org/10.1111/jir.13008openalex-snapshot
Profiles and trajectories of executive functioning in young children with Down syndrome
inferred← citeshttps://doi.org/10.1111/jnp.70048openalex-snapshot
Social cognition in children and adolescents with fragile X syndrome: A comparison with individuals with autism symptoms and typical development
inferred← citeshttps://doi.org/10.1111/mbe.12100openalex-snapshot
Conceptualization and Operationalization of Executive Function
inferred← citeshttps://doi.org/10.1111/psyp.13491openalex-snapshot
Inhibitory control moderates the quadratic association between resting respiratory sinus arrhythmia and prosocial behaviors in children
inferred← citeshttps://doi.org/10.1111/sode.12116openalex-snapshot
Teachers' Theory‐of‐mind Coaching and Children's Executive Function Predict the Training Effect of Sociodramatic Play on Children's Theory of Mind
inferred← citeshttps://doi.org/10.1111/sode.12369openalex-snapshot
Maternal depression and children’s false belief understanding
inferred← citeshttps://doi.org/10.1111/sode.12377openalex-snapshot
Theory of mind as a mechanism linking mother–toddler relationship quality and child–friend interaction during the preschool years
inferred← citeshttps://doi.org/10.11606/d.5.2010.tde-04112010-162403openalex-snapshot
Habilidades de resolução de conflito de crianças com distúrbio específico de linguagem
inferred← citeshttps://doi.org/10.11648/j.pbs.20221101.12openalex-snapshot
Predicting Executive Dysfunctions Based on Attachment and Parenting Styles in Students
inferred← citeshttps://doi.org/10.1177/0165025414556095openalex-snapshot
Social competence, theory of mind, and executive function in institution-reared Turkish children
inferred← citeshttps://doi.org/10.1177/1053815120921946openalex-snapshot
Executive Function in Infants and Toddlers Born Low Birth Weight and Preterm
inferred← citeshttps://doi.org/10.1186/s40359-020-00481-7openalex-snapshot
Associations between stuttering, comorbid conditions and executive function in children: a population-based study
inferred← citeshttps://doi.org/10.1186/s40359-024-01752-3openalex-snapshot
Cognitive, social, and mental health functions of refugee children – screening and supportive actions at school: a study protocol
inferred← citeshttps://doi.org/10.12681/psy_hps.33349openalex-snapshot
The relationship between Theory of Mind and Executive Functioning in typically developing children: A systematic review
inferred← citeshttps://doi.org/10.1371/journal.pone.0244141openalex-snapshot
Are the classic false belief tasks cursed? Young children are just as likely as older children to pass a false belief task when they are not required to overcome the curse of knowledge
inferred← citeshttps://doi.org/10.14232/phd.2905openalex-snapshot
A tudatelmélet életkori különbségei, kapcsolata a munkamemória kapacitással és a társas pozícióval
inferred← citeshttps://doi.org/10.15842/kjcp.2012.31.1.001openalex-snapshot
Development and Validation of Children's Executive Function Deficits Inventory(CEFDI)
inferred← citeshttps://doi.org/10.1590/s1516-80342011000200014openalex-snapshot
Estratégias de resolução de conflito em crianças em desenvolvimento normal de linguagem: cooperação ou individualismo?
inferred← citeshttps://doi.org/10.17077/etd.opdq7swgopenalex-snapshot
Theory of mind in middle childhood
inferred← citeshttps://doi.org/10.17543/iskkult.2015.10.36openalex-snapshot
Az osztályközösségben mért társas pozíció és a tudatelmélet kapcsolata alsó tagozatos diákok körében
inferred← citeshttps://doi.org/10.20419/2012.21.358openalex-snapshot
Povezanost teorije uma s socialnimi odnosi in otrokovo socialno kompetentnostjo
inferred← citeshttps://doi.org/10.2139/ssrn.4835170openalex-snapshot
Inhibiting True Belief is Needed in False Belief Task for Adults: Evidence from a Negative Priming Study
inferred← citeshttps://doi.org/10.21608/ejcj.2021.164111openalex-snapshot
نموذج مقترح للدور الوسیط لجودة علاقة التلمیذ بالمعلم ونظریة العقل فی العلاقة بین الوظائف التنفیذیة والکفاءة الاجتماعیة الانفعالیة لدى تلامیذ الصف الأول الابتدائی
inferred← citeshttps://doi.org/10.21638/spbu16.2022.402openalex-snapshot
Factors of a child’s social development in the senior preschool age
inferred← citeshttps://doi.org/10.21764/maeuefd.1008817openalex-snapshot
OKUL ÖNCESİ DÖNEM ÇOCUKLARINDA ÖZ DÜZENLEME BECERİLERİ İLE PROSOSYAL DAVRANIŞLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ
inferred← citeshttps://doi.org/10.22075/ijce.2014.192openalex-snapshot
Gifted and Intellectual Disabled Children's Social Competence Profile
inferred← citeshttps://doi.org/10.22363/2313-1683-2023-20-3-588-608openalex-snapshot
Social Competence of Adolescents: The Role of Social Cognition and Behavior Control
inferred← citeshttps://doi.org/10.24130/eccd-jecs.196720182271openalex-snapshot
Erken çocukluk gelişimine dair Türkiye bulgularına bakış
inferred← citeshttps://doi.org/10.25772/hrq1-w391openalex-snapshot
Exploring the Influence of Socioeconomic Status on the Executive Function and Theory of Mind Skills of Preschoolers
inferred← citeshttps://doi.org/10.26220/une.3118openalex-snapshot
Collaborative learning activities and their substantial role in the cognitive development of children with Learning Disabilities
inferred← citeshttps://doi.org/10.26686/wgtn.14515308openalex-snapshot
Representing Minds Representing Minds: An Examination of the Association between Recursive Mental State Attributions and Executive Processes.
inferred← citeshttps://doi.org/10.26686/wgtn.14515308.v1openalex-snapshot
Representing Minds Representing Minds: An Examination of the Association between Recursive Mental State Attributions and Executive Processes.
inferred← citeshttps://doi.org/10.29252/jcr.19.74.91openalex-snapshot
The Effectiveness of Theory-of-Mind Training on Social Skills of Students with Oppositional Defiance Disorder
inferred← citeshttps://doi.org/10.30900/kafkasegt.1506308openalex-snapshot
Child Self-Regulation and Behavior Questionnaire and Assessment of Executive Functions Scale: Adaptation Study for 4–6-Year-Old Children
inferred← citeshttps://doi.org/10.32598/ijpcp.26.2.227.12openalex-snapshot
Prediction of Executive Functions Based on Impairment in Motor and Linguistic Growth
inferred← citeshttps://doi.org/10.3389/978-2-88945-268-2openalex-snapshot
Mental State Understanding: Individual Differences in Typical and Atypical Development
inferred← citeshttps://doi.org/10.3389/fdpys.2024.1332358openalex-snapshot
I think therefore I learn: metacognition is a better predictor of school readiness than executive functions
inferred← citeshttps://doi.org/10.3389/fped.2021.603126openalex-snapshot
Measurement of Cognition for the National Children's Study
inferred← citeshttps://doi.org/10.3389/fpsyg.2014.00443openalex-snapshot
Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children
inferred← citeshttps://doi.org/10.3389/fpsyg.2014.00655openalex-snapshot
The reciprocal relationship between executive function and theory of mind in middle childhood: a 1-year longitudinal perspective
inferred← citeshttps://doi.org/10.3389/fpsyg.2015.00354openalex-snapshot
Cumulative biomedical risk and social cognition in the second year of life: prediction and moderation by responsive parenting
inferred← citeshttps://doi.org/10.3389/fpsyg.2016.01213openalex-snapshot
Promoting Mentalizing in Pupils by Acting on Teachers: Preliminary Italian Evidence of the “Thought in Mind” Project
inferred← citeshttps://doi.org/10.3389/fpsyg.2017.02327openalex-snapshot
Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results
inferred← citeshttps://doi.org/10.3389/fpsyg.2019.01488openalex-snapshot
The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.00539openalex-snapshot
Executive Function, Theory of Mind, and Conduct-Problem Symptoms in Middle Childhood
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.575100openalex-snapshot
What’s the Link Between Theory of Mind and Other Cognitive Abilities – A Co-twin Control Design of Neurodevelopmental Disorders
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.709038openalex-snapshot
Parental Rearing Patterns and Interpersonal Skills in Deaf Chinese College Students: The Mediating Role of Theory of Mind
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.815639openalex-snapshot
Theory of Mind as a Correlate of Bystanders’ Reasoning About Intergroup Bullying of Syrian Refugee Youth
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.848696openalex-snapshot
The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1134826openalex-snapshot
The moderating role of spirituality and gender in Canadian and Iranian emerging adolescents’ theory of mind and prosocial behavior
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1525368openalex-snapshot
Desires and beliefs: the development of second-order Theory of Mind reasoning in preschoolers and in school-age children
inferred← citeshttps://doi.org/10.3390/brainsci14101034openalex-snapshot
How Does Understanding of Social Situations and Other’s Intention Contribute to Idiom and Irony Comprehension in Autism Spectrum Disorder?
inferred← citeshttps://doi.org/10.3390/bs15050708openalex-snapshot
Fine Motor Skills, Executive Function, and School Readiness in Preschoolers with Externalizing Behavior Problems
inferred← citeshttps://doi.org/10.3390/educsci13070651openalex-snapshot
Inhibitory Control, Social Cognition, and Peer Social Competence among Children with and without a Migration Background in Italy
inferred← citeshttps://doi.org/10.3390/ijerph20042836openalex-snapshot
Relationship between Executive Functions, Social Cognition, and Attachment State of Mind in Adolescence: An Explorative Study
inferred← citeshttps://doi.org/10.3390/ijerph20105892openalex-snapshot
Theory of Mind and Young Children’s Behaviour: Aggressive, Victimised, Prosocial, and Solitary
inferred← citeshttps://doi.org/10.4018/978-1-7998-7638-0.ch019openalex-snapshot
Instructional Design and 3D Virtual Worlds
inferred← citeshttps://doi.org/10.4018/979-8-3693-1858-4.ch003openalex-snapshot
Neuroscience of Social Understanding
inferred← citeshttps://doi.org/10.4172/2472-1786.100012openalex-snapshot
Social Competence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability
inferred← citeshttps://doi.org/10.4172/2472-1786.100020openalex-snapshot
Social Competence in Children with Neurofibromatosis Type 1: Relationships with Psychopathology and Cognitive Ability
inferred← citeshttps://doi.org/10.4324/9781315749181openalex-snapshot
Theory of Mind Development in Context
inferred← citeshttps://doi.org/10.52547/nkums.11.2.92openalex-snapshot
Comparison of Executive Functions in Preterm and Normal Children
inferred← citeshttps://doi.org/10.52547/rbs.19.4.731openalex-snapshot
Predicting Academic Anxiety Based on Executive Functions and Academic Conflict During the COVID Outbreak-19
inferred← citeshttps://doi.org/10.54014/px72-r4y4openalex-snapshot
Effects of early bilingualism on theory of mind development among children in economic adversity
inferred← citeshttps://doi.org/10.5430/wje.v8n2p10openalex-snapshot
Ability of Children with Learning Disabilities and Children with Autism Spectrum Disorder to Recognize Feelings from Facial Expressions and Body Language
inferred← citeshttps://doi.org/10.5507/vup.22.24462417openalex-snapshot
Stimulácia metakongitívnych schopností žiaka
inferred← citeshttps://doi.org/10.5723/kjcs.2017.38.6.17openalex-snapshot
The Effects of Maternal Autonomy Support on Preschoolers’ Emotional and Social Competence: The Mediating Effect of Preschoolers’ Executive Function
inferred← citeshttps://doi.org/10.5937/specedreh16-13593openalex-snapshot
Theory of mind and executive functions in children with mild intellectual disability
inferred← citeshttps://doi.org/10.6115/her.2023.001openalex-snapshot
Effects of Household Chaos on Preschoolers’ Aggression and Prosocial Behavior: Sleep Problems and Executive Function as Mediators
inferred← citeshttps://doi.org/10.7816/nesne-04-08-03openalex-snapshot
3-4 Yaş Çocuklarında Zihin Kuramı ve Kendini Düzenleme Becerisinin Yardım Davranışları Üzerindeki Etkisi
inferred← citeshttps://doi.org/10.9734/indj/2013/3916openalex-snapshot
Theory of Mind Development is Impaired in 4-Year-Old Children with Prenatal Exposure to Maternal Tobacco Smoking
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