1st Edition
Theory of Mind in Middle Childhood and Adolescence Integrating Multiple Perspectives
Introduction: Why study theory of mind in middle childhood and adolescence?
Rory T. Devine & Serena Lecce
Section 1: Cognitive and Biological Underpinnings
1. Advanced theory of mind in middle childhood and adulthood: Inferring mental states and emotions from life history
Kristen Hansen Lagattuta & Hannah J. Kramer
2. Cognitive basis of mindreading in middle childhood and adolescence
Ian A. Apperly
3. Individual differences in theory of mind in middle childhood and adolescence.
Rory T. Devine
4. Neural bases of theory of mind in middle childhood and adolescence
Katherine Rice Warnell & Elizabeth Redcay
Section 2: Social Correlates and Consequences
5. Family influences on theory of mind in middle childhood
Sarah Foley & Claire Hughes
6. Friendships and theory of mind in middle childhood and adolescence
Elian Fink
7. Theory of mind and peer relationships in middle childhood and adolescence
Sandra Bosacki
8. Theory of mind goes to school
Serena Lecce
Section 3: Neurodiversity, Disability, and Youth Mental Health
9. Theory of mind in adolescents with autism
Sander Begeer & Anke M. Scheeren
10. Deafness as a window on theory of mind in middle childhood and adolescence
Candida C. Peterson
11. Mindreading and psychopathology in middle childhood and adolescence
Carla Sharp & Jessica Hernandez
Conclusions and Future Directions: Integrating multiple perspectives
Serena Lecce & Rory T. Devine
Biography
Rory T. Devine is a developmental psychologist at the University of Birmingham, UK, with expertise in children’s social and cognitive development, longitudinal research methods, and psychometrics. His research focuses on understanding individual differences in theory of mind and executive function from infancy to adulthood.
Serena Lecce is an associate professor in developmental and educational psychology at the Department of Brain and Behavioral Sciences, University of Pavia, Italy. She directs the Laboratory of Social Cognition – LASC – where she conducts investigations of people’s social and emotional functioning and works closely with practitioners and teachers.
