All Humans Have a 'Theory of Mind' / Chi-Lin YU ; Henry M. WELLMAN in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2531-2534 Titre : All Humans Have a 'Theory of Mind' : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Chi-Lin YU, Auteur ; Henry M. WELLMAN, Auteur Article en page(s) : p.2531-2534 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05584-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] All Humans Have a 'Theory of Mind' : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Chi-Lin YU, Auteur ; Henry M. WELLMAN, Auteur . - p.2531-2534. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2531-2534 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05584-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Correction: All Humans Have a 'Theory of Mind' / Chi-Lin YU in Journal of Autism and Developmental Disorders, 53-4 (April 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1734-1734 Titre : Correction: All Humans Have a 'Theory of Mind' Type de document : Texte imprimé et/ou numérique Auteurs : Chi-Lin YU, Auteur ; Henry M. WELLMAN, Auteur Article en page(s) : p.1734-1734 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05721-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Correction: All Humans Have a 'Theory of Mind' [Texte imprimé et/ou numérique] / Chi-Lin YU, Auteur ; Henry M. WELLMAN, Auteur . - p.1734-1734. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1734-1734 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05721-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Delayed self-recognition in autism: A unique difficulty? / Sarah DUNPHY-LELII in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.212-223 Titre : Delayed self-recognition in autism: A unique difficulty? Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DUNPHY-LELII, Auteur ; Henry M. WELLMAN, Auteur Année de publication : 2012 Article en page(s) : p.212-223 Langues : Anglais (eng) Mots-clés : Autism  Self-recognition  Autobiographical memory Index. décimale : PER Périodiques Résumé : Achieving a sense of self is a crucial task of ordinary development. With which aspects of self do children with autism have particular difficulty? Two prior studies concluded that children with autism are unimpaired in delayed self-recognition; we confirm and clarify this conclusion by examining it in conjunction with another key aspect of self understanding, including several needed controls and contrasts. Three groups of children were tested in a delayed self-recognition paradigm as well as a self-other action memory card game in which they took turns placing pictures with an adult: 3-year-olds (n = 25), 5-year-olds (n = 27), and children with autism spectrum disorder (n = 20). Children with autism spectrum disorder (ASD) demonstrated impaired performance on self-other recall compared to both typical 5-year-olds and typical 3-year-olds, but were not significantly different on delayed self-recognition. Results are discussed with regard to the unique profile of self-related performance in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Delayed self-recognition in autism: A unique difficulty? [Texte imprimé et/ou numérique] / Sarah DUNPHY-LELII, Auteur ; Henry M. WELLMAN, Auteur . - 2012 . - p.212-223. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.212-223 Mots-clés : Autism  Self-recognition  Autobiographical memory Index. décimale : PER Périodiques Résumé : Achieving a sense of self is a crucial task of ordinary development. With which aspects of self do children with autism have particular difficulty? Two prior studies concluded that children with autism are unimpaired in delayed self-recognition; we confirm and clarify this conclusion by examining it in conjunction with another key aspect of self understanding, including several needed controls and contrasts. Three groups of children were tested in a delayed self-recognition paradigm as well as a self-other action memory card game in which they took turns placing pictures with an adult: 3-year-olds (n = 25), 5-year-olds (n = 27), and children with autism spectrum disorder (n = 20). Children with autism spectrum disorder (ASD) demonstrated impaired performance on self-other recall compared to both typical 5-year-olds and typical 3-year-olds, but were not significantly different on delayed self-recognition. Results are discussed with regard to the unique profile of self-related performance in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Developing understandings of mind / Henry M. WELLMAN

Public ISBD contenu dans Understanding other minds / Simon BARON-COHEN Titre : Developing understandings of mind Type de document : Texte imprimé et/ou numérique Auteurs : Henry M. WELLMAN, Auteur ; Kristin H. LAGUTTUTA, Auteur Année de publication : 2000 Importance : p.21-49 Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 contenu dans Understanding other minds / Simon BARON-COHEN Developing understandings of mind [Texte imprimé et/ou numérique] / Henry M. WELLMAN, Auteur ; Kristin H. LAGUTTUTA, Auteur . - 2000 . - p.21-49. Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Thought-Bubbles Help Children with Autism Acquire an Alternative to a Theory of Mind / Henry M. WELLMAN in Autism, 6-4 (December 2002)  

Public ISBD [article]  inAutism > 6-4 (December 2002) . - p.343-363 Titre : Thought-Bubbles Help Children with Autism Acquire an Alternative to a Theory of Mind Type de document : Texte imprimé et/ou numérique Auteurs : Henry M. WELLMAN, Auteur ; Simon BARON-COHEN, Auteur ; Robert CASWELL, Auteur ; Juan-Carlos GOMEZ, Auteur ; John SWETTENHAM, Auteur ; Eleanor TOYE, Auteur ; Kristin LAGATTUTA, Auteur Article en page(s) : p.343-363 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children with autism have specific difficulties understanding complex mental states like thought, belief, and false belief and their effects on behaviour. Such children benefit from focused teaching, where beliefs are likened to photographs-in-the-head. Here two studies, one with seven participants and one with 10, tested a picture- in-the-head strategy for dealing with thoughts and behaviour by teaching children with autism about cartoon thought-bubbles as a device for representing such mental states. This prosthetic device led children with autism to pass not only false belief tests, but also related theory of mind tests. These results confirm earlier findings of the efficacy of picture-in-the-head teaching about mental states, but go further in showing that thought-bubble training more easily extends to children’s understanding of thoughts (not just behaviour) and to enhanced performance on several transfer tasks. Thought-bubbles provide a theoretically interesting as well as an especially easy and effective teaching technique. En ligne : http://dx.doi.org/10.1177/1362361302006004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Thought-Bubbles Help Children with Autism Acquire an Alternative to a Theory of Mind [Texte imprimé et/ou numérique] / Henry M. WELLMAN, Auteur ; Simon BARON-COHEN, Auteur ; Robert CASWELL, Auteur ; Juan-Carlos GOMEZ, Auteur ; John SWETTENHAM, Auteur ; Eleanor TOYE, Auteur ; Kristin LAGATTUTA, Auteur . - p.343-363. Langues : Anglais (eng) in Autism > 6-4 (December 2002) . - p.343-363 Index. décimale : PER Périodiques Résumé : Children with autism have specific difficulties understanding complex mental states like thought, belief, and false belief and their effects on behaviour. Such children benefit from focused teaching, where beliefs are likened to photographs-in-the-head. Here two studies, one with seven participants and one with 10, tested a picture- in-the-head strategy for dealing with thoughts and behaviour by teaching children with autism about cartoon thought-bubbles as a device for representing such mental states. This prosthetic device led children with autism to pass not only false belief tests, but also related theory of mind tests. These results confirm earlier findings of the efficacy of picture-in-the-head teaching about mental states, but go further in showing that thought-bubble training more easily extends to children’s understanding of thoughts (not just behaviour) and to enhanced performance on several transfer tasks. Thought-bubbles provide a theoretically interesting as well as an especially easy and effective teaching technique. En ligne : http://dx.doi.org/10.1177/1362361302006004003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

---

1 (1 - 5 / 5)