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Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings

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References

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1994The relationship between cognition and action: performance of children 312–7 years old on a stroop- like day-night test1,594 cited
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1995The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism1,227 cited
1988Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction1,167 cited
2005On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes1,144 cited
1988

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Children's Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction

1,117 cited

2004Neurocognitive correlates of socioeconomic status in kindergarten children1,037 cited

2009Receptive vocabulary differences in monolingual and bilingual children1,011 cited

Cited by

2017Learning across languages: bilingual experience supports dual language statistical word segmentation88 cited
2017The missing explanation of the false‐belief advantage in bilingual children: a longitudinal study84 cited
2014Cultural Variations in the Development of Mind Reading81 cited
2020Theory of Mind, Executive Functions, and Syntax in Bilingual Children with Autism Spectrum Disorder74 cited
2015Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school58 cited
2016Why are bilinguals better than monolinguals at false-belief tasks?54 cited
2020Mental files: Developmental integration of dual naming and theory of mind50 cited
2019Predictors of Theory of Mind performance in bilingual and monolingual children39 cited
2019Review of studies focused on bilingualism3 cited