2. Dr Jason Low
Senior Lecturer, School of Psychology,
Victoria University of Wellington, New Zealand
jason.low@vuw.ac.nz
Dr Josef Perner
Department of Psychology and the Centre for
Neurocognitive Research
University of Salzburg, Austria
josef.perner@sbg.ac.at
3. Special Issue:
Implicit and Explicit Theory of Mind
British Journal of Developmental Psychology
Volume 30, issue 1 - March 2012
How children come to understand mental states
and how they lead to behaviour.
4. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue: Implicit and Explicit Theory of Mind
British 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. Special Issue:
Implicit and Explicit Theory of Mind
British Journal of Developmental Psychology
Volume 30, issue 1 - March 2012.
14. Dr Jason Low
Senior Lecturer, School of Psychology,
Victoria University of Wellington, New Zealand
jason.low@vuw.ac.nz
Dr Josef Perner
Division Cognition and Development
University of Salzburg, Austria
josef.perner@sbg.ac.at
15. Acknowledgements
The Editorial team of BJDP and Wiley-Blackwell Publishers wish to thank Dr Jason Low, Dr
Josef Perner and all authors who contributed to this Special Issue and Podcast.
