Theory of Mind and Children’s Engagement in Fantasy Worlds

Theory of Mind and Children’s Engagement in Fantasy Worlds is …
instance of (P31):
scholarly articleQ13442814

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P356DOI10.1177/0276236614568631

P50authorAngeline Stoll LillardQ28458519
P2093author name stringRebecca A. Dore
P2860cites workA visit from the Candy Witch: factors influencing young children's belief in a novel fantastical beingQ28315679
Training disadvantaged preschoolers on various fantasy activities: effects on cognitive functioning and impulse controlQ30425162
Cognitive development: children's knowledge about the mindQ33540570
Meta-analysis of theory-of-mind development: the truth about false beliefQ33951255
The characteristics and correlates of fantasy in school-age children: imaginary companions, impersonation, and social understandingQ34366544
Language and theory of mind: meta-analysis of the relation between language ability and false-belief understandingQ34611760
Return of the Candy Witch: individual differences in acceptance and stability of belief in a novel fantastical beingQ37361365
Theory of mind, emotion understanding, language, and family background: individual differences and interrelationsQ39515218
Mind what mother says: narrative input and theory of mind in typical children and those on the autism spectrumQ50313572
Preschoolers' quarantining of fantasy stories.Q51004093
Scaling of theory-of-mind tasks.Q51942051
The relation between children's and mothers' mental state language and theory-of-mind understanding.Q51956529
Individual differences in inhibitory control and children's theory of mind.Q51964802
Executive function and theory of mind: Predictive relations from ages 2 to 4.Q51972054
The Relation between Individual Differences in Fantasy and Theory of MindQ56235436
P433issue3
P921main subjecttheory of mindQ639219
P304page(s)230-242
P577publication date2015-03-01
P1433published inImagination, cognition and personalityQ27723403
P1476titleTheory of Mind and Children’s Engagement in Fantasy Worlds
P478volume34

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