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Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches
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Title
Developing theory of mind and executive functions from three- to five-years-old: cross-sectional group and longitudinal single case approaches
Name (ID = NAME001); (type = personal)
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Baker
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Sara
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Sara Baker
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author
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Leslie
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Alan
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Advisory Committee
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Alan M Leslie
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chair
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Charles
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Charles R Gallistel
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Gelman
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Rochel Gelman
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Henry
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Henry Wellman
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Rutgers University
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Graduate School - New Brunswick
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theses
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2007
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2007
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English
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electronic
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xii, 136 pages
Abstract
In this dissertation I consider traditional approaches to developmental questions, and suggest new methods for analyzing variability in individual children. In chapter I, I review the literature on children's reasoning about mental states, such as beliefs and desires, from a very early age. This ability is often called "theory of mind". In chapter II I explore the suggestion that change in a preschooler's theory of mind is motivated by change in their executive functions, which reflect the child's ability to manipulate abstract representations. To this end, a new measure of cognitive development in executive functions is tested empirically. A correlation between theory of mind performance and executive function performance is demonstrated. In chapter III, I go beyond correlations in groups, to address the question of individual development. Current theories of how theory of mind develops do not make any specific predictions about what developmental change looks like in individuals. Is change abrupt or is it gradual? Is there a universal path to mature performance, or are there inter- and intra-individual differences? A new method for statistically analyzing variability in individual children's performance is proposed. Findings are discussed in terms of a general theoretical framework for theory of mind development in chapter IV.
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references (p. 131-135).
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Topic
Psychology
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Reasoning
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Topic
Cognitive science
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Topic
Constructivism (Education)
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.15783
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ETD_514
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Identifier (type = doi)
doi:10.7282/T3TB17BR
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
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Sara Baker
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Rutgers University. Graduate School - New Brunswick
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical

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