This thesis examined the developmental differences in inhibition and theory-of-mind of 4-8 year olds as a function of the suggested presence of a supernatural agent. All children played four games designed to assess their current level of inhibition and theory-of-mind performance; Children in the experimental condition, only, were also introduced to an invisible Princess Alice and were told that she was watching during the games. Following these measures, all children engaged in a resistance-to-temptation task to determine any differences in inhibition resulting from Princess Alice's suggested presence. I found that children exhibiting a well-developed theory-of-mind were more likely to express belief in Princess Alice than were children lacking this cognitive ability. This research provided support that cognitive maturity, rather than immaturity, may be necessary for children to express belief in novel supernatural agents, and highlighted the importance of context as a mediating factor in children's behavioral inhibition. / by Ashley King. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Choy E Hang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 83-99). / Abstract in English and Chinese. / ABSTRACT --- p.2 / ACKNOWLEDGEMENTS --- p.4 / Chapter CHAPTER I: --- INTRODUCTION --- p.7 / Theory of Mind Hypothesis --- p.7 / Executive Dysfunction Hypothesis --- p.10 / Inhibitory Control --- p.12 / The Present Studies --- p.15 / Hypotheses --- p.17 / Chapter CHAPTER II: --- STUDY 1 --- p.18 / Method --- p.19 / Participants --- p.19 / Materials --- p.19 / Measures --- p.20 / Procedures --- p.23 / Results --- p.25 / Examining Hypothesis 1 --- p.21 / Examining Hypotheses 2 and 3 --- p.28 / Discussion --- p.35 / Chapter CHATPER III: --- STUDY 2 --- p.38 / Method --- p.39 / Participants --- p.39 / Materials --- p.39 / Measures --- p.40 / Procedures --- p.44 / Results --- p.45 / Examining Hypothesis 1 --- p.48 / Examining Hypotheses 2 and 3 --- p.48 / Discussion --- p.52 / Chapter CHATPER IV: --- STUDY 3 --- p.55 / Method --- p.56 / Participants --- p.56 / Materials --- p.56 / Measures --- p.57 / Procedures --- p.61 / Results --- p.62 / Examining Hypothesis 1 --- p.64 / Examining Hypotheses 2 and 3 --- p.64 / Discussion --- p.76 / Chapter CHAPTER V: --- GENERAL DISCUSSION --- p.78 / Conclusion --- p.82 / REFERENCES --- p.83

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 186-192). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 71-78). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71623.

Not available / text

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

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 148-156).

Thesis (Ph.D.) in Psychology--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 97-102).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jacqueline Woolley. Vita. Includes bibliographical references. Also available from UMI.

Thesis (M.A.)--The University of North Carolina at Greensboro, 2009. / Directed by Susan D. Calkins; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed May 17, 2010). Includes bibliographical references (p. 30-39).