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Preschoolers’ Implicit and Explicit False-Belief Understanding: Relations With Complex Syntactical Mastery

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References

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2005Why Language Matters for Theory of Mind820 cited

2007Attribution of Beliefs by 13-Month-Old Infants811 cited

Cited by

2016Cognitive Architecture of Belief Reasoning in Children and Adults: A Primer on the Two-Systems Account183 cited
2013Theory of mind171 cited
2016Implicit and explicit false belief development in preschool children151 cited
2011Continuity from an implicit to an explicit understanding of false belief from infancy to preschool age148 cited
20112.5‐year‐olds succeed at a verbal anticipatory‐looking false‐belief task148 cited
2011Statistical learning as a basis for social understanding in children146 cited
2011Where will the triangle look for it? Attributing false beliefs to a geometric shape at 17 months144 cited
2011Do 10-month-old infants understand others’ false beliefs?140 cited
2011False‐belief understanding in 2.5‐year‐olds: evidence from two novel verbal spontaneous‐response tasks124 cited
2013The Relation Between Executive Function and Theory of Mind is More Than Skin Deep122 cited
2011Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction120 cited
2011Language, Cognitive Flexibility, and Explicit False Belief Understanding: Longitudinal Analysis in Typical Development and Specific Language Impairment119 cited
2017Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers’ Theory of Mind?118 cited
2014Psychological and sociomoral reasoning in infancy.105 cited
2011Breaking the rules: Do infants have a true understanding of false belief?96 cited
2016Theory of mind in middle childhood and early adolescence: Different from before?95 cited