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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 21 – 40 of 92 21 The folk psychology of souls : [including commentary and author's response] Solomon, Sheldon (Komm.); Livingston, Kenneth R. (Komm.); Estes, David (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 29 (2006) 5, 453-498 BLLDB OLC Linguistik Show details 22 A case of stunted development? Existential reasoning is contingent on a developing theory of mind Evans, E.Margaret; Wellman, Henry M. In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 29 (2006) 5, 471 OLC Linguistik Show details 23 Meta-analysis of theory-of-mind development : the truth about false belief Wellman, Henry M.; Cross, D.; Watson, J. In: Perceptual and cognitive development in childhood (London, 2005), p. 271-320 MPI für Psycholinguistik Show details 24 Constructing and understanding of mind : the development of children's social understanding within social interaction Flavell, John H.; Wellman, Henry M. In: Theoretical perspectives on perception and cognition (London, 2005), p. 409-438 MPI für Psycholinguistik Show details 25 Metamemory Flavell, John H.; Wellman, Henry M. In: Theoretical perspectives on perception and cognition (London, 2005), p. 409-438 MPI für Psycholinguistik Show details 26 Infants' understanding of object-directed action Wellman, Henry M.; Phillips, Ann T. In: Cognition. - Amsterdam [u.a] : Elsevier 98 (2005) 2, 137-155 BLLDB OLC Linguistik Show details 27 Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong Tardif, Twila; Wellman, Henry M.; Fong Fung, Kitty Yau... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 41 (2005) 3, 562-573 BLLDB Show details 28 Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong Tardif, Twila; Wellman, Henry M.; Fong Fung, Kitty Yau... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 41 (2005) 3, 562-573 BLLDB Show details 29 Steps in theory-of-mind development for children with deafness or autism Peterson, Candida C.; Wellman, Henry M.; Liu, David In: Child development. - Malden, Ma. [u.a.] : Blackwell 76 (2005) 2, 502-517 BLLDB Show details 30 False belief understanding in Cantonese-speaking children Tardif, Twila; Wellman, Henry M.; Man Cheung, Kar In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 31 (2004) 4, 779-800 OLC Linguistik Show details 31 False belief understanding in Cantonese-speaking children Tardif, Twila; Wellman, Henry M.; Cheung, Kar Man In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 31 (2004) 4, 779-800 BLLDB Show details 32 Scaling of theory-of-mind tasks Wellman, Henry M.; Liu, David In: Child development. - Malden, Ma. [u.a.] : Blackwell 75 (2004) 2, 523-541 BLLDB Show details 33 Development of children's beliefs about everyday reasoning. Amsterlaw, Jennifer Anne. - 2004 Abstract: This dissertation extends prior work on children's metacognitive and epistemological development to investigate the development of children's knowledge about reasoning as a mental process, focusing on children's understanding of the difference between reasoning and non-reasoning and the difference between good and bad reasoning. Studies 1 and 2 characterized US adults' beliefs, providing a basis for developmental research with children in first, third, and fifth grades. Study 3 tested children's and adults' ability to distinguish reasoning from two kinds of non-reasoning cases: (1) cases where people used non-reasoning in typical reasoning situations, and (2) cases where people reacted appropriately, but automatically, to an environmental stimulus, in terms of the amount of thinking, mental effort, and time involved. Results showed that adults and children of all ages distinguished reasoning from non-reasoning in the first case, but only older children and adults did so in the second. For cases of automatic responding, younger children conflated appropriate responses with effortful thinking. Study 4 tested children's and adults' ability to differentiate good and bad thinking processes, including: (1) using reliable cognitive strategies vs. shortcut methods, (2) considering pros and cons vs. only pros, (3) considering all alternatives vs. jumping to conclusions, and (4) basing conclusions on evidence vs. a hunch. Results showed that by first grade children made some distinctions between good and bad thinking, but not until third grade did they distinguish them for all scenario types. A second condition examined the effect of conflicting outcome information on children's quality judgments. When good processes were paired with bad outcomes (and vice versa), first-graders tended to base quality judgments on outcome, not process, and third-graders rated good and bad cases similarly. Only fifth-graders and adults appropriately based quality judgments on underlying thinking processes. This work identifies the elementary school years as a period of significant development in children's metacognitive knowledge about reasoning, revealing changes in children's basic beliefs about when reasoning occurs, their knowledge about good and bad reasoning processes, and how they integrate process and outcome information into broader concepts of thinking quality. ; Ph.D. ; Developmental psychology ; Psychology ; University of Michigan, Horace H. Rackham School of Graduate Studies ; http://deepblue.lib.umich.edu/bitstream/2027.42/124349/2/3138102.pdf Keyword: Beliefs; Children; Development; Everyday; Judgment; Metacognition; Reasoning URL: https://hdl.handle.net/2027.42/124349 http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3138102 BASE Hide details 34 Understanding the psychological world : developing a theory of mind Wellman, Henry M. In: Blackwell handbook of childhood cognitive development (Oxford, 2002), p. 167-187 MPI für Psycholinguistik Show details 35 Infants' ability to connect gaze and emotional expression to intentional action Phillips, Ann T.; Wellman, Henry M.; Spelke, Elizabeth S. In: Cognition. - Amsterdam [u.a] : Elsevier 85 (2002) 1, 53-78 OLC Linguistik Show details 36 Infants' ability to connect gaze and emotional expression to intentional action Phillips, Ann T.; Wellman, Henry M.; Spelke, Elizabeth S. In: Cognition. - Amsterdam [u.a] : Elsevier 85 (2002) 1, 53-78 BLLDB Show details 37 Differences in early parent-child conversations about negative versus positive emotions : implications for the development of psychological understanding Lagattuta, Kristin Hansen; Wellman, Henry M. In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 38 (2002) 4, 564-580 BLLDB Show details 38 Intentions and intentionality : foundations of social cognition Morris, Michael W. (Mitarb.); Sokol, Bryan W. (Mitarb.); Weiner, Bernard (Mitarb.). - Cambridge, Mass. [u.a.] : MIT Press, 2001 BLLDB UB Frankfurt Linguistik Show details 39 Developing intentional understandings Wellman, Henry M.; Phillips, Ann In: Intentions and intentionality (Cambridge, MA, 2001), p. 125-148 MPI für Psycholinguistik Show details 40 The emergence of children's causal explanations and theories : evidence from everyday conversation Hickling, Anne K.; Wellman, Henry M. In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 37 (2001) 5, 668-683 BLLDB Show details Page: 1 2 3 4 5

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