Theory of Mind in Middle Childhood and Adolescence

This landmark text integrates diverse perspectives on how humans understand others' minds (or 'theory of mind') beyond early childhood into middle childhood and adolescence. It explores how the neural, cognitive, and social changes of middle childhood and adolescence shape the ongoing development of theory of mind, and how theory of mind helps children navigate their lives. Drawing on cutting-edge research from leading international experts, this book provides a survey and analysis of the current state and future direction of the field. It is organized around three themes relating to the key issues in contemporary research. The first part focuses on the biological and cognitive bases of theory of mind in middle childhood and adolescence. The second part goes on to explore the social predictors and consequences, considering how theory of mind is shaped by social experiences and, in turn, impacts children's social lives in middle childhood and adolescence. Finally, the third part focuses on theory of mind in the context of neurodiversity, disability, and youth mental health in middle childhood and adolescence. Offering in-depth understanding for all students and scholars of developmental and cognitive psychology, neuroscience, clinical psychology and psychiatry, and education, this valuable text also identifies an agenda for future scholarship on this exciting topic.

Rory T. Devine is a developmental psychologist at the University of Birmingham, UK, with expertise in children's social and cognitive development, longitudinal research methods, and psychometrics. His research focuses on understanding individual differences in theory of mind and executive function from infancy to adulthood. Serena Lecce is an associate professor in developmental and educational psychology at the Department of Brain and Behavioral Sciences, University of Pavia, Italy. She directs the Laboratory of Social Cognition - LASC - where she conducts investigations of people's social and emotional functioning and works closely with practitioners and teachers.

Introduction: Why study theory of mind in middle childhood and adolescence? Part I: Cognitive and Biological Underpinnings 1. Advanced theory of mind in middle childhood and adulthood: Inferring mental states and emotions from life history 2. Cognitive basis of mindreading in middle childhood and adolescence 3. Individual differences in theory of mind in middle childhood and adolescence 4. Neural bases of theory of mind in middle childhood and adolescence Part II: Social Correlates and Consequences 5. Family influences on theory of mind in middle childhood 6. Friendships and theory of mind in middle childhood and adolescence 7. Theory of mind and peer relationships in middle childhood and adolescence 8. Theory of mind goes to school Part III: Neurodiversity, Disability, and Youth Mental Health 9. Theory of mind in adolescents with autism 10. Deafness as a window on theory of mind in middle childhood and adolescence 11. Mindreading and psychopathology in middle childhood and adolescence Conclusions and future directions: Integrating multiple perspectives