Part of
Social Environment and Cognition in Language Development: Studies in honor of Ayhan Aksu-Koç
Edited by F. Nihan Ketrez, Aylin C. Küntay, Şeyda Özçalışkan and Aslı Özyürek
[Trends in Language Acquisition Research 21] 2017
► pp. 151166
References (18)
Aksu-Koç. A. & Tekdemir, G.
2004Interplay between narrativity and mindreading. In Relating Events in Narrative: Typological and Contextual Perspectives, S. Strömqvist & L. Verhoeven (eds), 307–327. Mahwah NJ: Lawrence Lawrence Erlbaum Associates.Google Scholar
Aksu-Koç. A. & Nicolopoulou, A.
2015Character reference in young children’s narratives: A crosslinguistic comparison of English, Greek, and Turkish. Lingua 155: 62–84.  DOI logoGoogle Scholar
Astington, L. W.
1990Narrative and the child’s theory of mind. In Narrative Thought and Narrative Language, B. Britton & A. D. Pellegrini (eds), 151–171. Hillsdale NJ: Lawrence Erlbaum Associates.Google Scholar
Bartsch, K. & Wellman, H. M.
1995Children Talk about the Mind. Oxford: OUP.Google Scholar
Carpendale, J.I.M. & Lewis, C.
2015The development of social understanding. In Handbook of Child Psychology and Developmental Science, Vol. 2:10, R. M. Lerner, L. S. Liben & U. Mueller (eds), 1–44. Chichester: John Wiley & Sons.Google Scholar
Cassidy, K. W., Ball, L. V., Rourke, M. T., Werner, R. S., Feeny, N., Chu, J. Y., Lutz, D. J. & Perkins, A.
1998Theory of mind concepts in children’s literature. Applied Psycholinguistics 19: 463–470.  DOI logoGoogle Scholar
Christelow, E.
1982Henry and the Red Stripes. New York NY: Clarion BooksGoogle Scholar
Dunn, J.
1998The Beginning of Social Understaning. Cambridge MA: Harvard University Press.Google Scholar
Dyer, J. R., Shatz, M. & Wellman, H. M.
2000Young children’s storybooks as a source of mental state information. Cognitive Development 15: 17–37.  DOI logoGoogle Scholar
Mayer, M.
1969Frog, Where Are You? New York NY: Dial Press.Google Scholar
Miller, S. A.
2012Theory of Mind: Beyond the Preschool Years. New York NY: Psychology Press.Google Scholar
Milligan, K., Astington, J. W. & Dack, L. A.
2007Language and theory of mind: Meta-analysis of the relations between language ability and false-belief understanding. Child Development 78: 622–646.  DOI logoGoogle Scholar
Riggio, M. M. & Cassidy, K. W.
2009Preschoolers’ processing of false beliefs within the context of picture book reading. Early Education and Development 20(6): 992–1015.  DOI logoGoogle Scholar
Szarkowicz, D. L.
2000‘When they wash him they’ll know he’ll be Harry’: Young children’s thinking about thinking within a story context. International Journal of Early Years Education 8(1): 71–81.  DOI logoGoogle Scholar
Wellman. H.
2014Making minds: How Theory of Mind Develops. Oxford: OUP.  DOI logoGoogle Scholar
Wellman, H., Cross, D. & Watson, J.
2001Meta-analysis of theory-of-mind development: The truth about FB. Child Development 72: 655–684.  DOI logoGoogle Scholar
Wellman, H. M. & Liu, D.
2004Scaling of theory-of-mind tasks. Child Development 75(2): 523–541.  DOI logoGoogle Scholar
Zion, G.
1956/2002Harry the Dirty dog. New York NY: HarperCollins.Google Scholar
Cited by (1)

Cited by 1 other publications

Kapalková, Svetlana, Kamila Polišenská, Andrej Mentel & Lydia Vencelová
2023. Effects of oral language and decoding skills on reading comprehension performance across multiple assessments: a longitudinal study. Reading and Writing 36:9  pp. 2345 ff. DOI logo

This list is based on CrossRef data as of 13 june 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.