26 found
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  1.  84
    The Child's Theory of Mind.Henry M. Wellman - 1990 - MIT Press (MA).
    Do children have a theory of mind? If they do, at what age is it acquired? What is the content of the theory, and how does it differ from that of adults? The Child's Theory of Mind integrates the diverse strands of this rapidly expanding field of study. It charts children's knowledge about a fundamental topic - the mind - and characterizes that developing knowledge as a coherent commonsense theory, strongly advancing the understanding of everyday theories as well as the (...)
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  2. Why the Child’s Theory of Mind Really Is a Theory.Alison Gopnik & Henry M. Wellman - 1992 - Mind and Language 7 (1-2):145-71.
  3.  42
    The acquisition of mental verbs: A systematic investigation of the first reference to mental state.Marilyn Shatz, Henry M. Wellman & Sharon Silber - 1983 - Cognition 14 (3):301-321.
  4.  49
    Insides and Essences: Early Understandings of the Non- Obvious.Susan A. Gelman & Henry M. Wellman - 1991 - Cognition 38 (3):213-244.
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  5.  31
    Young children's reasoning about beliefs.Henry M. Wellman & Karen Bartsch - 1988 - Cognition 30 (3):239-277.
  6.  55
    From simple desires to ordinary beliefs: The early development of everyday psychology.Henry M. Wellman & Jacqueline D. Woolley - 1990 - Cognition 35 (3):245-275.
  7.  64
    Developing intuitions about free will between ages four and six.Tamar Kushnir, Alison Gopnik, Nadia Chernyak, Elizabeth Seiver & Henry M. Wellman - 2015 - Cognition 138 (C):79-101.
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  8.  25
    Explaining human movements and actions: Children's understanding of the limits of psychological explanation.Carolyn A. Schult & Henry M. Wellman - 1997 - Cognition 62 (3):291-324.
  9.  18
    Infants' understanding of object-directed action.Ann T. Phillips & Henry M. Wellman - 2005 - Cognition 98 (2):137-155.
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  10.  60
    Infants' ability to connect gaze and emotional expression to intentional action.Ann T. Phillips, Henry M. Wellman & Elizabeth S. Spelke - 2002 - Cognition 85 (1):53-78.
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  11.  46
    Developing Concepts of the Mind, Body, and Afterlife: Exploring the Roles of Narrative Context and Culture.Jonathan D. Lane, Liqi Zhu, E. Margaret Evans & Henry M. Wellman - 2016 - Journal of Cognition and Culture 16 (1-2):50-82.
    Children and adults from theus and China heard about people who died in two types of narrative contexts – medical and religious – and judged whether their psychological and biological capacities cease or persist after death. Most 5- to 6-year-olds reported that all capacities would cease. In theus, but not China, there was an increase in persistence judgments at 7–8 years, which decreased thereafter.uschildren’s persistence judgments were influenced by narrative context – occurring more often for religious narratives – and such (...)
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  12.  6
    Infants' ability to connect gaze and emotional expression to intentional action.Trey Hedden, Jun Zhang, Annt Phillips, Henry M. Wellman, Elizabeth S. Spelke, Tessa Warren & Edward Gibson - 2002 - Cognition 85 (1):53-78.
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  13.  22
    The role of preschoolers’ social understanding in evaluating the informativeness of causal interventions.Tamar Kushnir, Henry M. Wellman & Susan A. Gelman - 2008 - Cognition 107 (3):1084-1092.
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  14.  26
    Developing intentional understandings.Henry M. Wellman & Ann T. Phillips - 2001 - In Bertram Malle, L. J. Moses & Dare Baldwin (eds.), Intentions and Intentionality: Foundations of Social Cognition. MIT Press. pp. 125--148.
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  15.  50
    Early understanding of emotion: Evidence from natural language.Henry M. Wellman, Paul L. Harris, Mita Banerjee & Anna Sinclair - 1995 - Cognition and Emotion 9 (2):117-149.
    Young children's early understanding of emotion was investigated by examining their use of emotion terms such as happy, sad, mud, and cry. Five children's emotion language was examined longitudinally from the age of 2 to 5 years, and as a comparison their reference to pains via such terms as burn, sting, and hurt was also examined. In Phase 1 we confirmed and extended prior findings demonstrating that by 2 years of age terms for the basic emotions of happiness, sadness, anger, (...)
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  16.  36
    Theory of mind, development, and deafness.Henry M. Wellman & Candida C. Peterson - 2013 - In Simon Baron-Cohen, Michael Lombardo & Helen Tager-Flusberg (eds.), Understanding Other Minds: Perspectives From Developmental Social Neuroscience. Oxford University Press. pp. 51.
  17.  27
    Causal reasoning as informed by the early development of explanations.Henry M. Wellman & David Liu - 2007 - In Alison Gopnik & Laura Schulz (eds.), Causal Learning: Psychology, Philosophy, and Computation. Oxford University Press. pp. 261--279.
  18.  24
    Developing dualism: From intuitive understanding to transcendental ideas.Henry M. Wellman & Carl N. Johnson - 2008 - In Alessandro Antonietti, Antonella Corradini & E. Jonathan Lowe (eds.), Psycho-Physical Dualism Today: An Interdisciplinary Approach. Lexington Books. pp. 3--36.
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  19.  20
    Developmental pathways for social understanding: linking social cognition to social contexts.Kimberly A. Brink, Jonathan D. Lane & Henry M. Wellman - 2015 - Frontiers in Psychology 6.
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  20.  49
    A case of stunted development? Existential reasoning is contingent on a developing theory of mind.E. Margaret Evans & Henry M. Wellman - 2006 - Behavioral and Brain Sciences 29 (5):471-472.
    Missing from Bering's account of the evolutionary origins of existential reasoning is an explicit developmental framework, one that takes into account community input. If Bering's selectionist explanation was on target then one might predict a unique and relatively robust developmental trajectory, regardless of input. Evidence suggests instead that children's existential reasoning is contingent on their developing theory of mind.
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  21.  17
    What makes Voldemort tick? Children's and adults' reasoning about the nature of villains.Valerie A. Umscheid, Craig E. Smith, Felix Warneken, Susan A. Gelman & Henry M. Wellman - 2023 - Cognition 233 (C):105357.
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  22.  14
    Children's conceptions of dreams.Jacqueline D. Woolley & Henry M. Wellman - 1992 - Cognitive Development 7 (3).
    Children's conceptions of dreams are an important component of their developing understanding of the mind. Although there is much that even adults do not understand about the nature of dreams, most adults in Western society believe that: Dream entities are not real in the sense that they are nonphysical; they are private in the sense that they are not available to public perception, and are not directly shared with other dreamers; and, dreams are typically fictional in content. Thus, children in (...)
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  23.  88
    Children’s belief- and desire-reasoning in the temporoparietal junction: evidence for specialization from functional near-infrared spectroscopy.Lindsay C. Bowman, Ioulia Kovelman, Xiaosu Hu & Henry M. Wellman - 2015 - Frontiers in Human Neuroscience 9.
  24.  25
    Caregiving relationships as evolutionary and developmental bases of obligation.Rachna B. Reddy & Henry M. Wellman - 2020 - Behavioral and Brain Sciences 43.
    Obligation as defined by Tomasello requires mutually capable parties, but one-sided caregiver relationships reveal its developmental and evolutionary precursors. Specifically, “coercive” emotions may prompt protective action by caregivers toward infant primates, and infants show distress toward caregivers when they appear to violate expectations in their relationships. We argue that these early social-relational expectations and emotions may form the base of obligation.
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  25.  28
    The development of concepts of the mental world.Henry M. Wellman - 1984 - Behavioral and Brain Sciences 7 (4):651.
  26.  24
    Three-year-olds understand belief: A reply to Perner.Henry M. Wellman & Karen Bartsch - 1989 - Cognition 33 (3):321-326.