Is there a Gender Difference in False Belief Development?

Charman, Tony; Ruffman, Ted; Clements, Wendy A.

doi:10.1111/1467-9507.00183

Cited by 149 publications

(130 citation statements)

References 51 publications

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“…In terms more specific to theory of mind, similar sex differences have been found in the ability of adults to mindread (BaronCohen & Hammer, 1997). Female superiority has also been found with children in such areas as predicting and explaining false beliefs (Cutting & Dunn, 1999), assessing the motives and feelings of characters in a story (Bosacki & Astington, 1999), distinguishing between the appearance and reality of emotion (Banerjee, 1997), and false belief development (Charman, Ruffman, & Clements, 2002). One study has even identified a female preference for social stimuli just 24 hours after birth (Connellan, Baron-Cohen, Wheelwright, Ba'tki, & Ahluwalia, 2001).…”

Section: The Extreme Male Brain Theorymentioning

confidence: 99%

Empathising and Systemising in Adults with and without Asperger Syndrome

Lawson

Baron‐Cohen

Wheelwright

2004

J Autism Dev Disord

182

141

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An experiment was devised to test the empathising-systemising (E-S) theory of autism. Three groups of participants took part in the study: males with Asperger Syndrome (AS) (n ¼ 18), males without AS, (n ¼ 44) and females from the general population (n ¼ 45). Each participant completed two tasks: one that involved empathising and another that involved systemising. On the empathising task, females scored significantly higher than control males who in turn scored higher than males with AS. Conversely, females scored significantly lower than both male groups on the systemising task, who did not differ significantly from each other. These results are in line with both the E-S theory of autism and the 'extreme male brain' theory of autism. Alternative explanations of the results are also explored, including an interpretation through the idea of open and closed systems.

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Section: The Extreme Male Brain Theorymentioning

confidence: 99%

Empathising and Systemising in Adults with and without Asperger Syndrome

Lawson

Baron‐Cohen

Wheelwright

2004

J Autism Dev Disord

182

141

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“…The young participants were aged between 19 and 25 years (mean age = 22; 4 females and 26 males). The gender proportions of the two age groups were matched because females tend to perform better on theory of mind tasks (Bosacki, 2000;Charman, Ruffman, & Clements, 2002;Walker, 2005). All participants were healthy.…”

Section: Participantsmentioning

confidence: 99%

Theory of Mind in Old Adults: The Performance on Happe's Stories and Faux Pas Stories

Wang

2006

An International Journal of Psychological Sciences

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Theory of mind abilities in old adults did not receive attention until Happé, Winner, and Brownell (1998) found that the theory of mind performance improved with advancing age. However, Maylor, Moulson, Muncer, and Taylor (2002) and Sullivan and Ruffman (2004) reported that the old adults performed worse than the young adults on theory of mind stories. We used "strange stories" (Happé et al., 1998;Maylor et al., 2002) and faux pas stories (Stone Baron-Cohen, Calder, Keane, & Young, 2003) separately to examine the theory of mind abilities of an old and a young group with IQ and educational level matched. We found that the performance of the old group was worse than that of the young group on the faux pas stories, especially in the faux pas understanding, but no significant difference existed between the two age groups in the strange stories understanding. Moreover, the performance on the faux pas and strange stories for both old and young adults was separately independent of fluid intelligence, full-scale IQ, verbal IQ, and performance IQ.

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“…It is found that school readiness may be enhanced by having a theory of mind and that theory of mind development is further enhanced by schooling (Homer & Tamis-LeMonda, 2005). Astington and Pelletier (2005) suggest that child's capacity to mentalize allow him to understand the need and process of learning. Also, this skill may affect the socio-emotional domain, which also has it's own impact on later academic learning.…”

Section: Responsibility Of the Conference Organization Committeementioning

confidence: 99%

“…Children with more developed theory of mind are more socially competent, they are better in communication and in resolving conflicts with peers, as well as they are more popular with friends (Dunn, 1996). On the other side, in the cognitive domain, their teachers rate them as and their school work is more advanced in some ways (Astington & Pelletier, 2005).…”

Section: Responsibility Of the Conference Organization Committeementioning

confidence: 99%

Capacity For Reflection As A Predictor Of Children’s Readiness For Elementary School

Tošić-Radev¹,

Stojilković²,

Stefanović-Stanojević³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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Reflective functioning is defined as the ability to explain the behavior of others in terms of their mental states (Fonagy & Target, 2005). This ability is derived before the end of the preschool years and it represents one of the crucial changes in child development. This research was conducted on a sample of 60 six-year old children. Readiness for school was operationalized by the Readiness for Elementary School Test -POS (Tolčic, 1986) and children's reflective functioning by one subscale on The Affect task (Steele et al., 1999). Results indicate that children's reflective functioning is a significant predictor of their readiness for school, explaining the 49,4 % of the variance on standardized score of the POS. In detail, results show that children's capacity for reflection explains 63,3% of children's verbal comprehension (beta= ,80), 44% of of variance on logic task (beta= ,67), as 34,9 % (beta=,600) and 37,2% (beta=,619) of the success of children on graphomotor and quantity understanding tasks, respectively. Also, the employment of parents, economic status of a family, higher education of the father and being a firstborn, but not the only child in a the family are factors which are related with children's success on Scholl readiness test. Our results indicate that the system for processing social information is an important predictor of the children's readiness for Elementary school.

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Is there a Gender Difference in False Belief Development?

Cited by 149 publications

References 51 publications

Empathising and Systemising in Adults with and without Asperger Syndrome

Empathising and Systemising in Adults with and without Asperger Syndrome

Theory of Mind in Old Adults: The Performance on Happe's Stories and Faux Pas Stories

Capacity For Reflection As A Predictor Of Children’s Readiness For Elementary School

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