Page 33 - Tiffany L. Hutchins, Patricia A. Prelock, Nika Knez in Maša Vidmar. 2020. Vedenjske naloge teorije uma: priročnik in naloge. Ljubljana: Pedagoški inštitut.
P. 33
sive developmental disorders. Journal of Autism and Developmental Disor- 33
ders, 29(1), 67–80.
Pons, F., Harris, P. L. in de Rosnay, M. (2004). Emotion comprehension between
3 and 11 years: Developmental periods and hierarchical organization. Euro-
pean Journal of Developmental Psychology, 1(2), 127–152.
Premack, D. G. in Woodruff, G. (1978). »Does the chimpanzee have a theory of
mind?«. Behavioral and Brain Sciences, 1, 515–526.
Siegal, M. in Beattie, K. (1991). Where to look first for children’s knowledge of fal-
se beliefs. Cognition, 38, 1–12.
Silliman, E. R., Diehl, S. F., Bahr, R. H., Hnath-Chisolm, T., Zenko, C. B. in Fried-
man, S. A. (2003). A new look at performance on theory-of-mind tasks by
adolescents with autism spectrum disorder. Language, Speech, and Hea-
ring Services in Schools, 34, 236–252.
Sroufe, A. L., Cooper, R. G. in DeHart, G. B. (1996). Child development: its nature
and course. New York, NY: McGraw Hill.
Steele, S., Joseph, R.M. in Tager-Flusberg, H. (2003). Brief report: Developmen-
tal change in theory of mind abilities in children with autism. Journal of Au-
tism and Developmental Disorders, 33,(4), 461–467.
Sullivan, K., Zaitchik, D. in Tager-Flusberg, H. (1994). Preschoolers can attribute
second-order beliefs. Developmental Psychology, 30(3), 395–402.
Šakić, M., Kotrla Topić, M. in Ljubešić, M. (2012). Pristupi procjeni teorije uma u
dojenačkoj i predškolskoj dobi. Psihologijske teme, 21(2), 359–381.
Wellman, H. M. (1988). First steps in the child’s theorizing about the mind. V: J.
W. Astington, P. L. Harris, D. R. Olson (ur.), Developing theories of mind (str.
64-92). New York: Cambridge University Press.
Wellman, H. M. in Banerjee, M. (1991). Mind and emotions: Children’s understan-
ding of the emotional consequences of beliefs and desires. British Journal
of Developmental Psychology, 9, 191–214.
Wellman, H. M. in Bartsch, K. (1994). Before belief: Children’s early psychologi-
cal theory. V: C. Lewis in P. Mitchell (ur.), Children’s early understanding of
mind: Origins and Development (str. 331-354). Hove, UK: Lawrence Erlbaum.
Wellman, H. M., Cross, D. in Watson, J. (2001). Meta-analysis of theory-of-
-mind development: The truth about false belief. Child Development, 72(3),
655–684.
Wellman, H.M. in Liu, D. (2004). Scaling of theory-of-mind tasks. Child Develo-
pment, 75(2), 523–541.
Wimmer, H. in Perner, J. (1983). Beliefs about beliefs: Representation and
constraining function of wrong beliefs in young children’s understanding of
deception. Cognition, 13, 103–128.
vedenjske naloge teorije uma
ders, 29(1), 67–80.
Pons, F., Harris, P. L. in de Rosnay, M. (2004). Emotion comprehension between
3 and 11 years: Developmental periods and hierarchical organization. Euro-
pean Journal of Developmental Psychology, 1(2), 127–152.
Premack, D. G. in Woodruff, G. (1978). »Does the chimpanzee have a theory of
mind?«. Behavioral and Brain Sciences, 1, 515–526.
Siegal, M. in Beattie, K. (1991). Where to look first for children’s knowledge of fal-
se beliefs. Cognition, 38, 1–12.
Silliman, E. R., Diehl, S. F., Bahr, R. H., Hnath-Chisolm, T., Zenko, C. B. in Fried-
man, S. A. (2003). A new look at performance on theory-of-mind tasks by
adolescents with autism spectrum disorder. Language, Speech, and Hea-
ring Services in Schools, 34, 236–252.
Sroufe, A. L., Cooper, R. G. in DeHart, G. B. (1996). Child development: its nature
and course. New York, NY: McGraw Hill.
Steele, S., Joseph, R.M. in Tager-Flusberg, H. (2003). Brief report: Developmen-
tal change in theory of mind abilities in children with autism. Journal of Au-
tism and Developmental Disorders, 33,(4), 461–467.
Sullivan, K., Zaitchik, D. in Tager-Flusberg, H. (1994). Preschoolers can attribute
second-order beliefs. Developmental Psychology, 30(3), 395–402.
Šakić, M., Kotrla Topić, M. in Ljubešić, M. (2012). Pristupi procjeni teorije uma u
dojenačkoj i predškolskoj dobi. Psihologijske teme, 21(2), 359–381.
Wellman, H. M. (1988). First steps in the child’s theorizing about the mind. V: J.
W. Astington, P. L. Harris, D. R. Olson (ur.), Developing theories of mind (str.
64-92). New York: Cambridge University Press.
Wellman, H. M. in Banerjee, M. (1991). Mind and emotions: Children’s understan-
ding of the emotional consequences of beliefs and desires. British Journal
of Developmental Psychology, 9, 191–214.
Wellman, H. M. in Bartsch, K. (1994). Before belief: Children’s early psychologi-
cal theory. V: C. Lewis in P. Mitchell (ur.), Children’s early understanding of
mind: Origins and Development (str. 331-354). Hove, UK: Lawrence Erlbaum.
Wellman, H. M., Cross, D. in Watson, J. (2001). Meta-analysis of theory-of-
-mind development: The truth about false belief. Child Development, 72(3),
655–684.
Wellman, H.M. in Liu, D. (2004). Scaling of theory-of-mind tasks. Child Develo-
pment, 75(2), 523–541.
Wimmer, H. in Perner, J. (1983). Beliefs about beliefs: Representation and
constraining function of wrong beliefs in young children’s understanding of
deception. Cognition, 13, 103–128.
vedenjske naloge teorije uma
