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Selected References on Point of View and Theory of Mind

Apperly, I. A. & Robinson, E.J. (1998). Children’s mental representations of referential relations. Cognition, 67 (7), 287-309.

Baldwin, D. A. (1994). Understanding the link between joint attention and language acquisition. In C. Moore & P. Dunham (Eds.), Joint Attention: Its Origins and Role in Development (pp. 131-158). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Baron-Cohen, S. (1995). MindBlindness. Cambridge, MA: MIT Press.

Baron-Cohen, S., & Cross, P. (1992). Reading the eyes: Evidence for the role of perception in the development of a theory of mind. Mind and Language, 6, 173-186.

Baron-Cohen, S., H. Tager-Flusberg, and D. Cohen (Eds.). (1993). Understanding other minds: Perspectives from autism.. Oxford: Oxford University Press.

Bartsch, K., & Wellman, H. M. (1989). Young children’s attribution of action to beliefs and desires. Child Development, 60, 946-964.

Bartsch, K. & Wellman, H.M. (1995). Children talk about the mind. New York: Oxford University Press

Bloom, L., Rispoli, M., Gartner, B., & Hafiz, J. (1989). Acquisition of complementation. Journal of Child Language , 16, 101-120.

de Villiers, J. (1997). On acquiring the structural representation for false complements. In B. Hollebrandse, New Perspectives on Language Acquisition . Amherst: University of Massachusetts Occasional Papers in Linguistics.

de Villiers, J.G. (in press). Can language acquisition give children a point of view? In J. Astington & J. Baird (Eds.) Why Language Matters for Theory of Mind. Oxford Press.

de Villiers, J. G. (2004) Can referential opacity be considered a form of agreement? Paper presented in symposium at the European Society for Philosophy of Psychology, Barcelona, July.

de Villiers, J. G. & de Villiers, P. A. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. Riggs (Eds.), Children’s reasoning and the mind. Hove, UK: Psychology Press. pp.189-226.

de Villiers,J.G. & de Villiers, P.A. (2003). Language for thought: Coming to understand false beliefs. In D Gentner & S. Goldin-Meadow, (eds) Language in Mind: Advances in the Study of Language and Cognition. MIT Press.

de Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship

between complex syntax and false-belief-understanding. Cognitive Development, 17, 1037–1060.

de Villiers, J.G., Segal, G.,Broderick, K. & Feldman, J. (1999, April) A developmental study of the referential opacity of desire versus belief. Poster presented at the Society for Research in Child Development, Albuquerque, NM.

de Villiers, P.A. & de Villiers, J.G. On this, that and the other: non-egocentrism in very young children.

Journal of Experimental Child Psychology,1974,18,438-447.

de Villiers, P. A. (in press) The role of language in theory of mind development: What deaf children tell us. In J. Astington & J. Baird (Eds.) Why Language Matters for Theory of Mind. Oxford Press.

de Villiers, P. A., Burns, F. & Pearson, B. (2003) The role of language in the Theory of Mind development of language-impaired children: Complementing theories. In B. Beachley, A. Brown, & F. Conlin (Eds.), Proceedings of the 27th Annual Boston University Conference on Language Development. Pp. 232-242. Cascadilla Press, 2003.

de Villiers, P. A., Hosler, E., Miller, K., Whalen, M., & Wong, J. (1997). Language, theory of mind, and reading other people’s emotions: A study of oral deaf children. Poster presented at the biennial meeting of the Society for Research in Child Development. Washington, DC.

de Villiers, P. & Pyers, J. (2001). Complementation and false belief representation. In M. Almgren, A. Barrena, M-J. Ezeizabarrena, I. Idiazabal, & B. MacWhinney (Eds.), Research in Child Language Acquisition: Proceedings of the 8th Conference of the International Association for the study of Child Language. Somerville, MA: Cascadilla Press

Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352–1366.

Farrar, M. & Maag, L. (1999). Early language development and the later emergence of a theory of mind. Poster at SRCD.

Gopnik, A. & Slaughter, V. (1991). Young children’s understanding of changes in their mental states. Child Development, 62, 98-110.

Hale, C.M. & Tager-Flusberg, H. (2003). The influence of language on theory of mind: A training study.

Developmental Science, 6, 346-359.

Hollebrandse, B. (2000). The acquisition of sequence of tense. Unpublished doctoral dissertation, University of

Massachusetts, Amherst, MA.

Kamawar, D., & Olson, D. R. (1999). Children's representational theory of language: The problem of opaque contexts. Cognitive Development, 14, 531-548.

Lalonde, C. E., & Chandler, M. (1995). False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185.

Leslie, A. M. (1994). Pretending and believing: Issues in the theory of ToMM. Cognition, 50, 211-238.

Lohmann, H. & Tomasello, M. (2003). The role of language in the development of false belief understanding: A training study. Child Development, 74, 1130-1144.

Moore,C., Byant, D., and Furrow, D.(1979). Mental terms and the development of certainty.Child Development , 60, 167-171.

Moore, C., K. Pure, and D. Furrow. “Children's understanding of the modal expression of speaker certainty and uncertainty and its relation to the development of a representational theory of mind.” Child Development 61 (1990): 722-730.O’Neill, D., Astington, J. & Flavell, J. (1992). Young children’s understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63, 474-490.

O’Neill, D. (1996). Two-year-old children’s sensitivity to a parent’s knowledge state when making requests. Child Development, 67(2), 659-677.

Pelletier, J. & Astington, J. W. (in press). Action, consciousness and theory of mind: Children’s ability to coordinate story characters’ actions and thoughts. Early Education and Development.

Perner, J. Leekam, S., & Wimmer, H. (1987). Three-year-olds’ difficulty in understanding false beliefs: Cognitive limitation, lack of knowledge or pragmatic misunderstanding. British Journal of Developmental Psychology, 5, 125-137.

Perner, J., Sprung, M., Zauner, P. & Haider, H. (2003). Want that is understood well before say that, think that, and false belief: a test of de Villiers’s linguistic determinism on German-speaking children. Child Development, 74, 179-188.

Petitto, L.A. (1987). On the autonomy of language and gesture: Evidence from the acquisition of personal pronouns in AmericanSign Language. Cognition, Vol. 27, No. 1, 1-52.

Repacholi, B. M. & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14- and 18-month-olds. Developmental Psychology, 33(1), 12-21.

Romero, M., & Bock, J. (2001). Temporal noun phrase interpretation and theory of mind. In Symposium on Language Acquisition, Point of View, and Possible Worlds, Proceedings of the VIIIth International Congress for the Study of Child Language . San Sebastian, Spain.

Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children’s and mothers’ mental state language and theory-of-mind understanding. Child Development, 73(3), 734-751.

Schafer, R. & de Villiers, J. (2000). Imagining Articles: What a and the can tell us about the emergence of DP. In Proceedings of the Boston Universty Confrerence on Language Development, Volume , Somerville, MA: Cascadilla Press.

Speas, M. (2000). Person and point of view in Navajo direct discourse complements. Unpublished manuscript, University of Massachusetts, Amherst.

Sullivan, K., Zaitchik, D., & Tager-Flusberg, H. (1994). Preschoolers can attribute second-order beliefs. Developmental Psychology, 30, 395-402.

Tager-Flusberg, H. & Joseph. R. (in press). How language facilitates the acquisition of false belief in children with autism. In J. Astington & J. Baird (Eds.) Why Language Matters for Theory of Mind. Oxford Press.

Tanz, C. (1980). Studies in the acquisition of deictic terms. Cambridge: Cambridge University Press.

Tomasello, M., & Farrar, J. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

Tomasello, M. (1995). Pragmatic contexts for early word learning. In M. Tomasello and W. Merriman (Eds.), Beyond names for things. Lawrence Erlbaum Associates.

Watson,A., Painter,K., & Bornstein, M. (2001). Longitudinal relations between 2-year-olds’ language and 4-

year-olds theory of mind. Journal of Cognition and Development, 2, 449-458.

Wellman, H. & Woolley, J. (1990) From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35, 245-275.

Wellman, H., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655-684.

Wimmer, H. & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.

Witt , J.K. (2000). Reading Desires: Preschoolers’ Limitations. B.A. Honors thesis, Smith College, Northampton, MA.

Woodward, A. L. (1999). Infants' ability to distinguish between purposeful and non-purposeful behaviors, Infant Behavior and Development, 22, 145-160.

Woolfe, T., Want, S., & Siegal, M. (2002). Signposts to development: Theory of mind in deaf children. Child Development, 73, 768-778.

Zelazo, P.D. (1999). Language, levels of consciousness, and the development of intentional action. In P. D. Zelazo, J. W. Astington, & D. R. Olson (Eds.), Developing theories of intention: Social understanding and self-control. (pp. 95-117). Mahwah, NJ: Erlbaum.

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