Cargando…

“Where’s Wally?” Identifying theory of mind in school-based social skills interventions

This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognitio...

Descripción completa

Detalles Bibliográficos
Autores principales:	O’Grady, Aneyn M., Nag, Sonali
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9646489/ https://www.ncbi.nlm.nih.gov/pubmed/36389472 http://dx.doi.org/10.3389/fpsyg.2022.600699

Ejemplares similares

Where's Wally: the influence of visual salience on referring expression generation
por: Clarke, Alasdair D. F., et al.
Publicado: (2013)

Inorganic polyphosphate in mammals: where's Wally?
por: Desfougères, Yann, et al.
Publicado: (2020)

Can You Tell Me where Wally Is?
por: Clarke, A D F, et al.
Publicado: (2013)

Charles Edward Wallis and the rise of London's school dental service.
por: Gelbier, S, et al.
Publicado: (1982)

Theory of Mind Profiles in Children With Autism Spectrum Disorder: Adaptive/Social Skills and Pragmatic Competence
por: Rosello, Belen, et al.
Publicado: (2020)

Padé approximant related to the Wallis formula
por: Lin, Long, et al.
Publicado: (2017)

The promotion of mature theory of mind skills in educational settings: a mini-review
por: Bianco, Federica, et al.
Publicado: (2023)

Social Mind and Long-Lasting Disease: Focus on Affective and Cognitive Theory of Mind in Multiple Sclerosis
por: Isernia, Sara, et al.
Publicado: (2019)

Wally Neuzil : a special woman and a therapist
por: Carelli, Francesco
Publicado: (2015)

Theory of Mind Development in School-Aged Left-Behind Children in Rural China
por: Liu, Yanchun, et al.
Publicado: (2018)

Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT)
por: Price, Cynthia J., et al.
Publicado: (2018)

Parental Rearing Patterns and Interpersonal Skills in Deaf Chinese College Students: The Mediating Role of Theory of Mind
por: Wu, Yang, et al.
Publicado: (2021)

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills
por: Marti, Maria, et al.
Publicado: (2018)

Social Communication and Theory of Mind in Boys with Autism and Fragile X Syndrome
por: Losh, Molly, et al.
Publicado: (2012)

How is theory of mind useful? Perhaps to enable social pretend play
por: Dore, Rebecca A., et al.
Publicado: (2015)

Theory of Mind and Sociometric Peer Status: The Mediating Role of Social Conduct
por: Lonigro, Antonia, et al.
Publicado: (2018)

Mindfulness-based interventions in schools—a systematic review and meta-analysis
por: Zenner, Charlotte, et al.
Publicado: (2014)

“An Incomplete Theory of the Mind”
por: Bernacer, Javier, et al.
Publicado: (2012)

How and where: Theory-of-mind in the brain
por: Mahy, Caitlin E.V., et al.
Publicado: (2014)

Impacting employees’ and managers’ mental health skills using a workplace-adapted mindfulness-based intervention
por: Bonde, Emilie Hasager, et al.
Publicado: (2022)

Theory of Mind Deficits and Social Emotional Functioning in Preschoolers with Specific Language Impairment
por: Vissers, Constance, et al.
Publicado: (2016)

Synchrony During Online Encounters Affects Social Affiliation and Theory of Mind but Not Empathy
por: Basile, Chiara, et al.
Publicado: (2022)

Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD
por: Szumski, Grzegorz, et al.
Publicado: (2017)

Worse Theory of Mind in Only-Children Compared to Children With Siblings and Its Intervention
por: Zhang, Zhuo, et al.
Publicado: (2021)

Mindful Learning: A Case Study of Langerian Mindfulness in Schools
por: Davenport, Chase, et al.
Publicado: (2016)

Training the Social-Emotional Skills of Youth School Students in Physical Education Classes
por: Malinauskas, Romualdas, et al.
Publicado: (2021)

A commentary on theory of mind
por: Shatz, Marilyn
Publicado: (2015)

Belief in Communism and Theory of Mind
por: Chen, Outong, et al.
Publicado: (2021)

Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism
por: Fitzpatrick, Paula, et al.
Publicado: (2018)

Theory of Robot Mind: False Belief Attribution to Social Robots in Children With and Without Autism
por: Zhang, Yaoxin, et al.
Publicado: (2019)

The Interplay Between Theory of Mind and Social Emotional Functioning in Adolescents With Communication and Language Problems
por: Smit, Lidy, et al.
Publicado: (2019)

Kruskal-Wallis-Based Computationally Efficient Feature Selection for Face Recognition
por: Ali Khan, Sajid, et al.
Publicado: (2014)

Extracts from Wallis Sponges Inhibit Vibrio harveyi Biofilm Formation
por: Caudal, Flore, et al.
Publicado: (2023)

Theory of Mind in Pre-school Aged Children: Influence of Maternal Depression and Infants’ Self-Comforting Behavior
por: Nonnenmacher, Nora, et al.
Publicado: (2021)

How Mindfulness Affects Life Satisfaction: Based on the Mindfulness-to-Meaning Theory
por: Li, Xiaojun, et al.
Publicado: (2022)

Predicting social skills in disadvantaged Chinese high school students through physical education
por: Primo, Laura, et al.
Publicado: (2023)

The Natural Syntax of Local Coreference
por: O'Grady, William
Publicado: (2021)

An evaluation of neurocognitive models of theory of mind
por: Schurz, Matthias, et al.
Publicado: (2015)

Non-linearities in Theory-of-Mind Development
por: Blijd-Hoogewys, Els M. A., et al.
Publicado: (2017)

Mindfulness-based interventions: towards mindful clinical integration
por: Shonin, Edo, et al.
Publicado: (2013)

Cannot write session to /tmp/vufind_sessions/sess_mktd23u9r78lf9ugr94fpb9lcd