Development of theory of mind and its importance for children’s functioning 1600-SZD-ID-RTU
: 1. History of studies on theory of mind
2. Development of theory of mind and the ways of assessing theory of mind abilities
3. Determinants of theory of mind development - individual and environmental
4. Theory of mind as a predictor of cognitive and social functioning of children
5. Importance of theory of mind for children's functioning at school
Course coordinators
Learning outcomes
Knowledge | The graduate knows and understands:
WG_02 - the main development trends in the disciplines of the social sciences in which the education is provided
Skills | The graduate is able to:
UW_01 – make use of knowledge from various fields of science, in particular the social sciences in order to creatively identify, formulate and innovatively solve complex problems or perform tasks of a research nature, and in particular to: define the purpose and object of scientific research in the field of the social sciences, formulate a research hypothesis; develop research methods, techniques and tools and apply them creatively; make inferences based on scientific findings
UK_04 - participating in scientific discourse in the field of the social sciences
Social competences | The graduate is ready to
KK_01 - critically evaluating achievements within a given scientific discipline in the field of the social sciences
And others: WG_01, UW_02, UK_05
Assessment criteria
Description of requirements related to participation in classes, including the
permitted number of explained absences: 1 absence
Principles for passing the classes and the subject (including resit session): Active participation in the class
Methods for the verification of learning outcomes: Active participation, reading texts and drawing conclusions about them/about results of the studies discussed
Evaluation criteria: Being present, active participation
Bibliography
Some examples: Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85, 1777–1794. https://doi.org/10.1111/cdev.12237. Devine, R. T., & Lecce, S. (2021) (Eds.). Theory of Mind in Middle Childhood and Adolescence. Routledge. Gönültas, S., Selçuk, B., Slaughter, V., Hunter, J. A., & Ruffman, T. (2020). The capricious nature of theory of mind: Does mental state understanding depend on the characteristics of the target? Child Development, 91, e280-298. https://doi.org/10.1111/cdev.13223. Osterhaus, Ch. & Bosacki, S. L. (2022). Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool. Developmental Review, 64, 101021. Miller, S. A. (2012). Theory of Mind: Beyond the preschool years. Psychology Press. Miller, S. A. (2016). Parenting and Theory of Mind. Oxford University Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: