Theory of mind has been described in philosophical and psychological literature as "folk psychology", and is the tacit understanding that our behaviour is driven by our thoughts, desires and beliefs (Wellman, Cross, & Watson, 2001). Children are widely considered to have attained theory of mind understanding when they are able to pass the test of false belief understanding devised by Wimmer and Perner (1983), at around 4 years of age. There are many theories as to how a child comes to hold a folk psychology, including innate modularism (Leslie, 1987, 1988, 1994), theory change (Gopnik & Wellman 1992), developing representational understanding (Perner, 1991, 1995, 2000), and experiential understanding developed in a socio-linguisitic context (Nelson, 1996). In addition, theory of mind has been linked to the development of symbolic understanding (Deloache & Smith, 1999; Perner, 1991), pretend play (Leslie, 1987; Taylor & Carlson, 1997; Youngblade & Dunn, 1993), language (Astington & Jenkins, 1999; Nelson, 1996; Olson, 1988) and executive function (e.g. Hughes, 1998a; Kochanska et al., 1996; Reed et al., 1984). The present study sought to bring together these diverse findings and to attempt to provide an integrated account of the emergence of theory of mind understanding during the preschool years. Sixty-four New Zealand children were assessed on their mental state understanding, deceptive abilities, symbolic functioning, language, and executive skills, when they were aged 30, 36, 42 and 48 months of age. There were a number of key findings in the present study. Language was a powerful predictor of false belief performance both within and across time, and was also related to many of the other variables included in the study. Performance on the scale model test of symbolic functioning was related across time to children�s concurrent and later false belief understanding. Scale model performance was also intertwined in a bidirectional relationship with language, and language appeared to play an increasingly important role in mediating the relationship with false belief understanding across time. False belief understanding and scale model performance were also related within and across time to executive function. There was evidence to suggest that the importance of working memory was due to its role in conflict inhibition. Although deception has sometimes been posited to be a precocious manifestation of theory of mind (Chandler, Fritz, & Hala, 1989), in the present study deceptive ability lagged false belief understanding. Furthermore, false belief understanding was related to children�s subsequent (but not earlier) responses to a protagonist�s intention. This supports the hypothesis that false belief understanding allows a qualitative change in the execution of deception, whereby children can move from simple physical strategies to more sophisticated mentalist strategies. Overall, the present study provides some evidence to suggest that symbolic functioning, language, and later theory of mind may form part of a single developing skill set of symbolic representation. In dynamic interaction with social understanding, and supported by cognitive abilities such as executive function, and the socio-linguistic context, it is argued that understanding of one�s own and other minds emerges. Children�s ability to solve the false belief problem at 4 years of age is presented as a milestone on a developmental continuum of social understanding.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Janet W. Astington.

Thesis (Ph. D.)--University of California, San Diego, 2007. / Title from first page of PDF file (viewed January 11, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 203-212).

Thesis (M.A.) -- University of Adelaide, School of Humanities, Discipline of Philosophy, 20045. / Includes bibliographical references. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Honors Project--Smith College, Northampton, Mass., 2009. / Includes bibliographical references (p. 66-69).

Thesis (M.A.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains iv, 53 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 28-35).

Thesis (Ph. D.)--University of California, San Diego, 1999. / Vita. Includes bibliographical references (leaves 215-219).

Thesis (M. Sc.)--University of Canterbury, 2007. / Typescript (photocopy). Includes bibliographical references (leaves 144-152). Also available via the World Wide Web.

Thesis (M.A.)--Georgia State University, 2008. / Title from file title page. Eddy Nahmias, Andrea Scarantino, committee co-chairs; Sebastian Rand, committee member. Electronic text (42 p.) : digital, PDF file. Description based on contents viewed September 17, 2008. Includes bibliographical references (p. 39-42).