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Book Reviews in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Année de publication : 2000 Article en page(s) : p.1077-1084 Langues : Anglais (eng) Mots-clés : Sign language/DSL social cognition theory of mind deafness Index. décimale : PER Périodiques Résumé : Books Reviewed:
M. Bennett Developmental Psychology: Achievements and Prospects.
L. Balter & C. S. Tamis-LeMonda. Child Psychology. A Handbook of Contemporary Issues.
Ann Clarke and Alan Clarke. Jessica Kingsley Early Experience and the Life Path.
B. Lask & R. Bryant-Waugh. Anorexia Nervosa and Related Eating Disorders in Childhood and Adolescence (2nd ed.).
Susan Harter. The Construction of the Self.
J. Solomon & C. George. Attachment Disorganization.
L. H. Willey. Pretending To Be Normal. Living with Asperger's Syndrome.
D. M. Fergusson & P. E. Mullen. Childhood Sexual Abuse: An Evidence Based Perspective.
M. Weiss, L. Trokenberg Hechtman, & G. Weiss. ADHD in Adulthood. A Guide to Current Theory, Diagnosis, and Treatment.
T. M. Levy. Handbook of Attachment Interventions.
Carol S. Dweck. Self-theories: Their Role in Motivation, Personality and Development.
P. Howlin, S. Baron-Cohen, & J. Hadwin. Wiley Teaching Children with Autism to Mind Read: A Practical Guide.
M. Barrett. The Development of Language.
D. Cicchetti, & S. L. Toth. Developmental Approaches to Prevention and Intervention: Rochester Symposium on Developmental Psychology,
P. T. Slee & K. Rigby. Children's Peer Relations.
David Messer & Stuart Miller. Exploring Developmental Psychology: From Infancy to Adolescence.
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1077-1084[article] Book Reviews [Texte imprimé et/ou numérique] . - 2000 . - p.1077-1084.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1077-1084
Mots-clés : Sign language/DSL social cognition theory of mind deafness Index. décimale : PER Périodiques Résumé : Books Reviewed:
M. Bennett Developmental Psychology: Achievements and Prospects.
L. Balter & C. S. Tamis-LeMonda. Child Psychology. A Handbook of Contemporary Issues.
Ann Clarke and Alan Clarke. Jessica Kingsley Early Experience and the Life Path.
B. Lask & R. Bryant-Waugh. Anorexia Nervosa and Related Eating Disorders in Childhood and Adolescence (2nd ed.).
Susan Harter. The Construction of the Self.
J. Solomon & C. George. Attachment Disorganization.
L. H. Willey. Pretending To Be Normal. Living with Asperger's Syndrome.
D. M. Fergusson & P. E. Mullen. Childhood Sexual Abuse: An Evidence Based Perspective.
M. Weiss, L. Trokenberg Hechtman, & G. Weiss. ADHD in Adulthood. A Guide to Current Theory, Diagnosis, and Treatment.
T. M. Levy. Handbook of Attachment Interventions.
Carol S. Dweck. Self-theories: Their Role in Motivation, Personality and Development.
P. Howlin, S. Baron-Cohen, & J. Hadwin. Wiley Teaching Children with Autism to Mind Read: A Practical Guide.
M. Barrett. The Development of Language.
D. Cicchetti, & S. L. Toth. Developmental Approaches to Prevention and Intervention: Rochester Symposium on Developmental Psychology,
P. T. Slee & K. Rigby. Children's Peer Relations.
David Messer & Stuart Miller. Exploring Developmental Psychology: From Infancy to Adolescence.
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Understanding Theory of Mind in Children Who Are Deaf / Marc MARSCHARK in Journal of Child Psychology and Psychiatry, 41-8 (November 2000)
[article]
Titre : Understanding Theory of Mind in Children Who Are Deaf Type de document : Texte imprimé et/ou numérique Auteurs : Marc MARSCHARK, Auteur ; Vanessa A. GREEN, Auteur ; Gabrielle HINDMARSH, Auteur ; Sue WALKER, Auteur Année de publication : 2000 Article en page(s) : p.1067-1073 Langues : Anglais (eng) Mots-clés : Sign language/DSL social cognition theory of mind deafness Index. décimale : PER Périodiques Résumé : Research on theory of mind began in the context of determining whether chimpanzees are aware that individuals experience cognitive and emotional states. More recently, this research has involved various groups of children and various tasks, including the false belief task. Based almost exclusively on that paradigm, investigators have concluded that although “normal” hearing children develop theory of mind by age 5, children who are autistic or deaf do not do so until much later, perhaps not until their teenage years. The present study explored theory of mind by examining stories told by children who are deaf and hearing (age 9–15 years) for statements ascribing behaviour-relevant states of mind to themselves and others. Both groups produced such attributions, although there were reliable differences between them. Results are discussed in terms of the cognitive abilities assumed to underlie false belief and narrative paradigms and the implications of attributing theory of mind solely on the basis of performance on the false belief task. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1067-1073[article] Understanding Theory of Mind in Children Who Are Deaf [Texte imprimé et/ou numérique] / Marc MARSCHARK, Auteur ; Vanessa A. GREEN, Auteur ; Gabrielle HINDMARSH, Auteur ; Sue WALKER, Auteur . - 2000 . - p.1067-1073.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-8 (November 2000) . - p.1067-1073
Mots-clés : Sign language/DSL social cognition theory of mind deafness Index. décimale : PER Périodiques Résumé : Research on theory of mind began in the context of determining whether chimpanzees are aware that individuals experience cognitive and emotional states. More recently, this research has involved various groups of children and various tasks, including the false belief task. Based almost exclusively on that paradigm, investigators have concluded that although “normal” hearing children develop theory of mind by age 5, children who are autistic or deaf do not do so until much later, perhaps not until their teenage years. The present study explored theory of mind by examining stories told by children who are deaf and hearing (age 9–15 years) for statements ascribing behaviour-relevant states of mind to themselves and others. Both groups produced such attributions, although there were reliable differences between them. Results are discussed in terms of the cognitive abilities assumed to underlie false belief and narrative paradigms and the implications of attributing theory of mind solely on the basis of performance on the false belief task. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125