NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 1 to 15 of 877 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Stepien-Nycz, Malgorzata; Bosacki, Sandra; Bialecka-Pikul, Marta – Journal of Early Adolescence, 2021
The theory of mind (ToM) is the ability to understand mental states in others. The previous research has highlighted age- and language-dependent effects during childhood and provided inconsistent data regarding the role of gender. Notably, these variables were rarely studied simultaneously among adolescents. Accordingly, this short longitudinal…
Descriptors: Theory of Mind, Gender Differences, Age Differences, Adolescent Development
Peer reviewed Peer reviewed
Direct linkDirect link
Altun, Dilek – Early Childhood Education Journal, 2021
Advanced technology and the shift to a digital childhood have dramatically reshaped children's early life experiences. Children's literacy experiences are also evolving; in addition to printed storybooks, children are now exposed to electronic stories (e-stories). While previous studies have addressed the effects of e-stories on children's…
Descriptors: Preschool Children, Theory of Mind, Executive Function, Story Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Saryazdi, Raheleh; Chambers, Craig G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
One core question in studies of language processing is the extent to which interlocutors engage in real-time communicative perspective-taking. Current evidence suggests that both children and young adult listeners are able to draw on common ground (shared knowledge) to guide referential interpretation. However, less is known about older listeners,…
Descriptors: Perspective Taking, Older Adults, Young Adults, Language Processing
Peer reviewed Peer reviewed
Direct linkDirect link
Nakamichi, Keito; Nakamichi, Naoko; Nakazawa, Jun – Early Child Development and Care, 2021
We investigated whether preschoolers' social-emotional competencies predict their peer relationships and academic achievements during grade one. Measures of cool and hot executive functions, theory of mind, social-problem-solving, and peer acceptance were administered to a sample of 48 preschoolers (M = 77.91 months). Academic achievement and peer…
Descriptors: Social Development, Emotional Development, Peer Acceptance, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Schaeffer, Jeannette; Durrleman, Stephanie; Eigsti, Inge-Marie – Language Acquisition: A Journal of Developmental Linguistics, 2021
This Special Issue on linguistic and cognitive development in children with autism spectrum disorder (ASD) arose from the 42nd Boston University Conference on Language Development (BUCLD) (2017), when Jeannette Schaeffer, Stephanie Durrleman, and Inge-Marie Eigsti organized a symposium on this topic. It shows that the study of language development…
Descriptors: Language Acquisition, Autism, Pervasive Developmental Disorders, Cognitive Development
Peer reviewed Peer reviewed
Direct linkDirect link
Davidson, Meghan M. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Reading comprehension is consistently poor in many school-age children with autism spectrum disorder (ASD). The purpose of this tutorial is to provide an overview from a multicomponent view on the many predictors that may contribute to reading comprehension difficulties in ASD. Method: This tutorial reviews current literature on profiles…
Descriptors: Reading Comprehension, Autism, Pervasive Developmental Disorders, Student Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Brien, Ashley; Hutchins, Tiffany L.; Westby, Carol – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Speech-language pathologists (SLPs) work with a variety of populations at risk for poor autobiographical and episodic memory. The purpose of this tutorial is to describe autobiographical memory and how it is affected in children with autism spectrum disorder, attentiondeficit/hyperactivity disorder, hearing loss, and childhood trauma, as…
Descriptors: Memory, Autism, Pervasive Developmental Disorders, Attention Deficit Hyperactivity Disorder
Peer reviewed Peer reviewed
Direct linkDirect link
Finnegan, Elizabeth G.; Asaro-Saddler, Kristie; Zajic, Matthew C. – Autism: The International Journal of Research and Practice, 2021
This study compared pronoun use in individuals with autism to their typically developing peers via meta-analysis and systematic review of 20 selected articles to examine differences in overall pronoun usage as well as in personal, ambiguous, possessive, reflexive, and clitic pronoun usage. Summary effects indicated significant differences between…
Descriptors: Autism, Pervasive Developmental Disorders, Form Classes (Languages), Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Zinck, Alexandra; Frith, Uta; Schönknecht, Peter; White, Sarah – Autism: The International Journal of Research and Practice, 2021
Recent studies on mentalizing have shown that autistic individuals who pass explicit mentalizing tasks may still have difficulties with implicit mentalizing tasks. This study explores implicit mentalizing by examining spontaneous speech that is likely to contain mentalistic expressions. The spontaneous production of meta-statements provides a…
Descriptors: Autism, Pervasive Developmental Disorders, Language Usage, Speech
Peer reviewed Peer reviewed
Direct linkDirect link
Fairchild, Sarah; Papafragou, Anna – Cognitive Science, 2021
In sentences such as "Some dogs are mammals," the literal semantic meaning ("Some 'and possibly all' dogs are mammals") conflicts with the pragmatic meaning ("'Not all' dogs are mammals," known as a "scalar implicature"). Prior work has shown that adults vary widely in the extent to which they adopt the…
Descriptors: Executive Function, Theory of Mind, Semantics, Pragmatics
Peer reviewed Peer reviewed
Direct linkDirect link
Alkire, Diana; Warnell, Katherine Rice; Kirby, Laura Anderson; Moraczewski, Dustin; Redcay, Elizabeth – Journal of Autism and Developmental Disorders, 2021
The social symptoms of autism spectrum disorder are likely influenced by multiple psychological processes, yet most previous studies have focused on a single social domain. In school-aged autistic children (n = 49), we compared the amount of variance in social symptoms uniquely explained by theory of mind (ToM), biological motion perception,…
Descriptors: Autism, Pervasive Developmental Disorders, Symptoms (Individual Disorders), Theory of Mind
Peer reviewed Peer reviewed
Direct linkDirect link
Baldimtsi, Eleni; Nicolopoulou, Ageliki; Tsimpli, Ianthi Maria – Journal of Autism and Developmental Disorders, 2021
Substantial research indicates that individuals with Autism Spectrum Disorder (ASD) have difficulties with Theory of Mind (ToM) abilities, but rarely have studies used a comprehensive battery to measure both the cognitive and affective aspects of ToM. The present study tested this ability in 24 Greek-speaking children with ASD (ages 7-14), and…
Descriptors: Autism, Pervasive Developmental Disorders, Theory of Mind, Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Hawkins, Robert D.; Gweon, Hyowon; Goodman, Noah D. – Cognitive Science, 2021
Recent debates over adults' theory of mind use have been fueled by surprising failures of perspective-taking in communication, suggesting that perspective-taking may be relatively effortful. Yet adults routinely engage in effortful processes when needed. How, then, should speakers and listeners allocate their resources to achieve successful…
Descriptors: Adults, Theory of Mind, Perspective Taking, Pragmatics
Peer reviewed Peer reviewed
Direct linkDirect link
Zakai-Mashiach, Mati; Dromi, Esther; Al-Yagon, Michal – Journal of Special Education, 2021
This study examined the natural social interest of 193 (95 boys, 98 girls) typically developing preschoolers aged 41 to 77 months (M = 61.71 months, SD = 8.48 months) toward their included peers with autism spectrum disorder (ASD; N = 16, M = 66.8, SD = 8.80). A hierarchical linear model examined the role of endogenous (within-child) and exogenous…
Descriptors: Preschool Children, Preschool Education, Inclusion, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Lawrence, Clare; Celia*; Collyer, Edward; Poulson, Melissa – English in Education, 2021
There has, to date, been little discussion of how autism may affect the experience of the reading of fiction for pupils in the classroom, other than through a deficit model. One of the researchers in this study ("Celia") is training to be a secondary school English teacher and identifies as autistic. Her experience provides an enriched…
Descriptors: English Literature, Games, Theory of Mind, Fiction
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  59