PodcastSpecial Issue: Implicit and Explicit Theory of MindGuest Editors: Dr Jason Low and Dr Josef Perner
Dr Jason LowSenior Lecturer, School of Psychology,Victoria University of Wellington, New Zealandjason.low@vuw.ac.nzDr Jose...
Special Issue:Implicit and Explicit Theory of MindBritish Journal of Developmental PsychologyVolume 30, issue 1 - March 20...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March ...
Special Issue:Implicit and Explicit Theory of MindBritish Journal of Developmental PsychologyVolume 30, issue 1 - March 20...
Dr Jason LowSenior Lecturer, School of Psychology,Victoria University of Wellington, New Zealandjason.low@vuw.ac.nzDr Jose...
AcknowledgementsThe Editorial team of BJDP and Wiley-Blackwell Publishers wish to thank Dr Jason Low, DrJosef Perner and a...
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BJDP Implicit and Explicit Theory of Mind

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BJDP Implicit and Explicit Theory of Mind

  1. 1. PodcastSpecial Issue: Implicit and Explicit Theory of MindGuest Editors: Dr Jason Low and Dr Josef Perner
  2. 2. Dr Jason LowSenior Lecturer, School of Psychology,Victoria University of Wellington, New Zealandjason.low@vuw.ac.nzDr Josef PernerDepartment of Psychology and the Centre forNeurocognitive ResearchUniversity of Salzburg, Austriajosef.perner@sbg.ac.at
  3. 3. Special Issue:Implicit and Explicit Theory of MindBritish Journal of Developmental PsychologyVolume 30, issue 1 - March 2012How children come to understand mental statesand how they lead to behaviour.
  4. 4. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Negative Release: 2.5-year-olds succeed at a verbal anticipatory-looking false-belief task Zijing He, Matthias Bolz and Renée Baillargeon Where will the triangle look for it? Attributing false beliefs to a geometric shape Luca Surian and Alessandra Geraci A cue-based approach to ‘theory of mind’: Re-examining the notion of automati Tamsin C. German and Adam S. Cohen
  5. 5. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Positive Gain: Implicit / Explicit: Automatic: Direct and indirect measures of Level-2 perspective-taking in children and adul Andrew D. R. Surtees, Stephen A. Butterfill and Ian A. Apperly A cue-based approach to ‘theory of mind’: Re-examining the notion of automati Tamsin C. German and Adam S. Cohen
  6. 6. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Positive Gain: Implicit / Explicit: Non-Conceptual: Do infants have a theory of mind? Hannes Rakoczy
  7. 7. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Positive Gain: Implicit / Explicit: Reasons for acting: Self-knowledge and knowing other minds: The implicit/explicit distinction as a to Tillmann Vierkant
  8. 8. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Positive Gain: Causal depth of understanding Statistical learning as a basis for social understanding in children Ted Ruffman, Mele Taumoepeau and Chris Perkins Chinese preschoolers’ implicit and explicit false-belief understanding Bo Wang, Jason Low, Zhang Jing and Qu Qinghua Where will the triangle look for it? Attributing false beliefs to a geometric shape Luca Surian and Alessandra Geraci 2.5-year-olds succeed at a verbal anticipatory-looking false-belief task Zijing He, Matthias Bolz and Renée Baillargeon Breaking the rules: Do infants have a true understanding of false belief? Jessica Yott and Diane Poulin-Dubois
  9. 9. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Positive Gain: Continuity Continuity from an implicit to an explicit understanding of false belief from infan Claudia Thoermer, Beate Sodian, Maria Vuori, Hannah Perst and Susanne Kristen
  10. 10. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Related Developments: Executive Functions Chinese preschoolers’ implicit and explicit false-belief understanding Bo Wang, Jason Low, Zhang Jing and Qu Qinghua
  11. 11. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Related Developments: Language Deception dissociates from false belief reasoning in deaf children: Implications Peter A. de Villiers and Jill G. de Villiers Bridging the gap between implicit and explicit understanding: How language de Valerie San Juan and Janet Wilde Astington
  12. 12. Special Issue: Implicit and Explicit Theory of MindBritish Journal of Developmental Psychology Volume 30, issue 1 - March 2012. Metacognition and comparative perspective Do actions speak louder than words? A comparative perspective on implicit ver Justin J. Couchman, Michael J. Beran, Mariana V. C. Coutinho, Joseph Boomer, Alexandria Zakrzewski, Barbara Church and J. David Smith
  13. 13. Special Issue:Implicit and Explicit Theory of MindBritish Journal of Developmental PsychologyVolume 30, issue 1 - March 2012.
  14. 14. Dr Jason LowSenior Lecturer, School of Psychology,Victoria University of Wellington, New Zealandjason.low@vuw.ac.nzDr Josef PernerDivision Cognition and DevelopmentUniversity of Salzburg, Austriajosef.perner@sbg.ac.at
  15. 15. AcknowledgementsThe Editorial team of BJDP and Wiley-Blackwell Publishers wish to thank Dr Jason Low, DrJosef Perner and all authors who contributed to this Special Issue and Podcast.

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