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Parenting and theory of mind


Organization of the BookLimitations of the CoverageTheory of MindA Little HistoryFalse BeliefTask ModificationsResearch with InfantsOther Epistemic MeasuresOrigins of KnowledgeAppearance-Reality and Level 2 Perspective TakingOther Mental StatesDesireEmotionRelations Among DevelopmentsLater DevelopmentsSecond-Order False BeliefInterpretive DiversityUnderstanding of Nonliteral UtterancesAutismAntecedents and ConsequencesSome Preliminary PointsAntecedents of Theory ofMindConsequences of Theory of MindTheories ofTheory ofMindTheory TheorySimulation TheorySociocultural ApproachesParentingParentingMethodological ChallengesMeasuring What Parents DoNaturalistic observation.Laboratory study.Verbal report.Measuring Child OutcomesDetermining CausalityCorrelation and causality.Ways to make causal inferences more certain.Historical Changes in Research on ParentingGuiding TheoriesIncreased Cognitive EmphasisIncreased Emphasis on Socialization Agents Other Than the MotherIncreased Emphasis on Children’s Effects on ParentsIncreased Emphasis on GeneticsIncreased Emphasis on ContextConclusions About ParentingParenting StylesVariations Across GroupsMothers and FathersBoys and GirlsParents and PeersChildren’s Effects on ParentsDomains ofSocializationReturn to PracticesPhysical punishmentGeneral Aspects of Parenting and Theory ofMindParenting Styles and DimensionsA Few Preliminary PointsConcurrent RelationsLongitudinal RelationsOther General ApproachesCognitively Oriented ApproachesSocialization ofEmotion UnderstandingSocioeconomic StatusDevelopment Under Adverse ConditionsMaltreatmentParental Mental IllnessInstitutional RearingConclusionsAttachmentThe Development ofAttachmentMeasurementIndividual DifferencesStability and Predictive PowerDeterminantsAn Overview of StudiesWhy Might Attachment Relate to Theory of Mind?Concurrent RelationsAcross-Time RelationsOther PredictorsConclusionsDevelopments in InfancyTheory-of-Mind DevelopmentsEarly Social Interest and ResponsivenessJoint AttentionSocial ReferencingUnderstanding of IntentionRich Versus LeanRelations to Later DevelopmentParents’ ContributionEarly Social Interest and ResponsivenessJoint Attention: General ApproachesJoint Attention: Specific ExperienceSocial ReferencingUnderstanding of IntentionConclusionsParental TalkMethodological IssuesMeasuring Parental TalkEstablishing Cause-and-Effect RelationsMental State TalkMental State Terms in General: Concurrent RelationsMental State Terms in General: Longitudinal RelationsContextSpeakerTargetGeneral Versus SpecificQualityEmotion Talk and Emotion UnderstandingAtypical DevelopmentConclusionsParents’ BeliefsThe General Parents’ Beliefs LiteratureMind-MindednessDefinition and MeasurementRelations to Theory ofMindSources of Mind-MindednessOther OutcomesOther Approaches to Parents’ BeliefsEmotion Beliefs and Emotion UnderstandingConclusionsExperimental ApproachesTraining Studies: Theory of Mind in GeneralSome General ConclusionsReadinessTrained ConceptTraining MethodTraining Studies: Emotion UnderstandingMicrogenetic StudiesLearning from OthersMethods and FindingsTheory of MindParentsConclusionsHow Important Are Parents?How Are Parents Important?General Aspects of ParentingTalkParents’ BeliefsIndirect ContributorsImplications for TheoriesImplications for ParentingWhat Do We Still Need to Know?More About FathersMore Longitudinal StudyMore Cross-Cultural StudyMore Study of BeliefsMore Study ofOlder ChildrenMore Study ofa Variety ofIndividual Differences
 
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