Sinirbilim Perspektifinden Çocuk ve Ergenlerde Zihin Kuramı

Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental psychology, 35(5), 1311.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46.

Baron-Cohen, S. (1989). Joint-attention deficits in autism: Towards a cognitive analysis. Development and psychopathology, 1(3), 185-189.

Baron-Cohen, S., O'riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of autism and developmental disorders, 29, 407-418.

Bauminger, N., Schorr Edelsztein, H., & Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of learning disabilities, 38(1), 45-61.

Blakemore, S. J., & Decety, J. (2001). From the perception of action to the understanding of intention. Nature reviews neuroscience, 2(8), 561-567.

Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77(1), B25-B31.

Brunet, E., Sarfati, Y., Hardy-Baylé, M. C., & Decety, J. (2000). A PET investigation of the attribution of intentions with a nonverbal task. Neuroimage, 11(2), 157-166.

Brüne, M., & Brüne-Cohrs, U. (2006). Theory of mind—evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience & Biobehavioral Reviews, 30(4), 437-455.

Bora, E., & Berk, M. (2016). Theory of mind in major depressive disorder: A meta-analysis. Journal of affective disorders, 191, 49-55.

Camras, L. A., Oster, H., Campos, J., Campos, R., Ujiie, T., Miyake, K., ... & Meng, Z. (1998). Production of emotional facial expressions in European American, Japanese, and Chinese infants. Developmental Psychology, 34(4), 616.

Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child development, 194-201.

Drubach, D. A. (2008). The purpose and neurobiology of theory of mind functions. Journal of religion and health, 47, 354-365.

Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual review of psychology, 50(1), 21-45.

Flavell, J. H., Green, F. L., Flavell, E. R., Watson, M. W., & Campione, J. C. (1986). Development of knowledge about the appearance-reality distinction. Monographs of the society for research in child development, 87-90.

Fletcher, P. C., Frith, C. D., Baker, S. C., Shallice, T., Frackowiak, R. S., & Dolan, R. J. (1995). The mind's eye—precuneus activation in memory-related imagery. Neuroimage, 2(3), 195-200.

Gallese, V. (2003) The roots of empathy: the shared manifold hypothesis and the neural basis of intersubjectivity. Psychopathology 36, 171–180.

Gallagher, H. L., & Frith, C. D. (2003). Functional imaging of ‘theory of mind’. Trends in cognitive sciences, 7(2), 77-83.

Gallese, V., Keysers, C., & Rizzolatti, G. (2004). A unifying view of the basis of social cognition. Trends in cognitive sciences, 8(9), 396-403.

Gopnik, A. (2003). The theory theory as an alternative to the innateness hypothesis. Chomsky and his critics, (Eds LM Antony, N Hornstein) New York, Basil Blackwell.

Goswami, U. E. (2002). Blackwell handbook of childhood cognitive development. New Jersey: Blackwell publishing.

Harrington, L., Siegert, R., & McClure, J. (2005). Theory of mind in schizophrenia: a critical review. Cognitive neuropsychiatry, 10(4), 249-286.

Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children's theory of mind and emotion. Cognition & Emotion, 3(4), 379-400.

Harris, P. L. (1994). The child's understanding of emotion: developmental change and the family environment. Child Psychology & Psychiatry & Allied Disciplines. 35(1), 3-28.

Hasselhorn, M., Mähler, C., & Grube, D. (2005). Theory of mind, working memory, and verbal ability in preschool children: The proposal of a relay race model of the developmental dependencies.

Herold, R., Tényi, T., Lénárd, K., & Trixler, M. (2002). Theory of mind deficit in people with schizophrenia during remission. Psychological Medicine, 32(6), 1125-1129.

Howlin, P., Baron-Cohen, S., & Hadwin, J. A. (1999). Teaching children with autism to mind-read: A practical guide for teachers and parents. New York: John Wiley & Sons.

Kanwisher, N., McDermott, J., & Chun, M. M. (1997). The fusiform face area: a module in human extrastriate cortex specialized for face perception. Journal of neuroscience, 17(11), 4302-4311.

Karakelle, S., & Ertuğrul, Z. (2012). Zihin kuramı ile çalışma belleği, dil becerisi ve yönetici işlevler arasındaki bağlantılar küçük (36-48 ay) ve büyük (53-72 ay) çocuklarda farklılık gösterebilir mi?. Turk Psikoloji Dergisi, 27(70), 1-21.

Keane, B. P., Luu, C., & Trick, L. M. (2015). Object continuity enhances perception, learning, and transsaccadic memory. Journal of Experimental Psychology: General, 144(1), 32-51.

Knoch, D., & Fehr, E. (2007). Resisting the power of temptations: The right prefrontal cortex and self‐control. Annals of the New York Academy of Sciences, 1104(1), 123-134.

Kraml, H., & Michlmayr, M. (2002). Simulation versus theory theory. theories concerning the ability to read minds (Masters thesis). Innsbruck, Austria, Leopold-Franzens University.

Kuntsi, J., & Stevenson, J. (2000). Hyperactivity in children: A focus on genetic research and psychological theories. Clinical Child and Family Psychology Review, 3, 1-23.

Mai, X., Zhang, W., Hu, X., Zhen, Z., Xu, Z., Zhang, J., & Liu, C. (2016). Using tDCS to Explore the Role of the Right Temporo-Parietal Junction in Theory of Mind and Cognitive Empathy. Frontiers in psychology, 7. 380.

Mazza, M., De Risio, A., Surian, L., Roncone, R., & Casacchia, M. (2001). Selective impairments of theory of mind in people with schizophrenia. Schizophrenia research, 47(2-3), 299-308.

Meltzoff, A. N. (1999). Origins of theory of mind, cognition and communication. Journal of communication disorders, 32(4), 251-269.

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false‐belief understanding. Child development, 78 (2), 622-646.

Plaisted, K., Swettenham, J., & Rees, L. (1999). Children with autism show local precedence in a divided attention task and global precedence in a selective attention task. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(5), 733-742.

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of child psychology and psychiatry, 37(1), 51-87.

Perner, J., & Lang, B. (1999). Development of theory of mind and executive control. Trends in cognitive sciences, 3(9), 337-344.

Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J., Acosta-Lopez, J. E., & Vélez, J. (2018). Executive function and theory of mind in children with ADHD: A systematic review. Neuropsychology review, 28, 341-358.

Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind?. Behavioral and brain sciences, 1(4), 515-526.

Russell, J. A., & Carroll, J. M. (1999). On the bipolarity of positive and negative affect. Psychological bulletin, 125(1), 3.

Sabbagh, M. A. (2004). Understanding orbitofrontal contributions to theory-of-mind reasoning: Implications for autism. Brain and cognition, 55(1), 209-219.

Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and US preschoolers. Psychological science, 17(1), 74-81.

Shamay-Tsoory, S. G., Tomer, R., & Aharon-Peretz, J. (2005). The neuroanatomical basis of understanding sarcasm and its relationship to social cognition. Neuropsychology, 19(3), 288.

Saxe, R. (2006). Uniquely human social cognition. Current opinion in neurobiology, 16(2), 235-239.

Saxe, R., & Baron-Cohen, S. (2006). The neuroscience of theory of mind. Social Neuroscience. 1, 1-9.

Saxe, R., & Powell, L. J. (2006). It's the thought that counts: specific brain regions for one component of theory of mind. Psychological science, 17(8), 692-699.

Santiesteban, I., Banissy, M. J., Catmur, C., & Bird, G. (2012). Enhancing social ability by stimulating right temporoparietal junction. Current Biology, 22(23), 2274-2277.

Shamay-Tsoory, S. G., Shur, S., Barcai-Goodman, L., Medlovich, S., Harari, H., & Levkovitz, Y. (2007). Dissociation of cognitive from affective components of theory of mind in schizophrenia. Psychiatry research, 149(1-3), 11-23.

Schilbach, L., Timmermans, B., Reddy, V., Costall, A., Bente, G., Schlicht, T., & Vogeley, K. (2013). Toward a second-person neuroscience. Behavioral and Brain Sciences, 36(4), 393-414.

Schneider, W., Schumann-Hengsteler, R., & Sodian, B. (2014). Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. New York: Psychology Press.

Scholl, B. J., & Leslie, A. M. (1999). Modularity, development and ‘theory of mind’. Mind &language, 14(1), 131-153.

Scholl, B. J. (2007). Object persistence in philosophy and psychology. Mind & Language, 22(5), 563-591.

Schultz, R. T. (2005). Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area. International Journal of Developmental Neuroscience, 23(2-3), 125-141.

Shuai, L., Chan, R. C., & Wang, Y. (2011). Executive function profile of Chinese boys with attention-deficit hyperactivity disorder: different subtypes and comorbidity. Archives of Clinical Neuropsychology, 26(2), 120-132.

Smith, M., & Walden, T. (1998). Developmental trends in emotion understanding among a diverse sample of African-American preschool children. Journal of Applied Developmental Psychology, 19(2), 177-197.

Stone, V. E., Baron-Cohen, S., & Knight, R. T. (1998). Frontal lobe contributions to theory of mind. Journal of cognitive neuroscience, 10(5), 640-656.

Stuss, D. T., & Anderson, V. (2004). The frontal lobes and theory of mind: Developmental concepts from adult focal lesion research. Brain and cognition, 55(1), 69-83.

Sullivan, R. M., & Gratton, A. (2002). Prefrontal cortical regulation of hypothalamic–pituitary–adrenal function in the rat and implications for psychopathology: side matters. Psychoneuroendocrinology, 27(1-2), 99-114.

Sullivan, M. W., & Lewis, M. (2003). Emotional expressions of young infants and children: A practitioner's primer. Infants & Young Children, 16(2), 120-142.

Tager-Flusberg, H., & Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams syndrome. Cognition, 76(1), 59-90.

Taylor, M. & Carlson, S.M. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68, 436-455.

Trivers, R. L. (1971). The evolution of reciprocal altruism. The Quarterly review of biology, 46(1), 35-57.

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta‐analysis of theory‐of‐mind development: The truth about false belief. Child development, 72(3), 655-684.

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103-128.

Xu, Y. (2007). Object recognition: neural mechanisms of category-selective responses. Current Opinion in Neurobiology, 17(2), 175-181.

Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological bulletin, 124(3), 283.

Youmans, G. L. (2004). Theory of mind performance of individuals with Alzheimer-type dementia profiles (Doctoral dissertation, The Florida State University).

Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental psychology, 35(5), 1311.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46.

Baron-Cohen, S. (1989). Joint-attention deficits in autism: Towards a cognitive analysis. Development and psychopathology, 1(3), 185-189.

Baron-Cohen, S., O'riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism. Journal of autism and developmental disorders, 29, 407-418.

Bauminger, N., Schorr Edelsztein, H., & Morash, J. (2005). Social information processing and emotional understanding in children with LD. Journal of learning disabilities, 38(1), 45-61.

Blakemore, S. J., & Decety, J. (2001). From the perception of action to the understanding of intention. Nature reviews neuroscience, 2(8), 561-567.

Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77(1), B25-B31.

Brunet, E., Sarfati, Y., Hardy-Baylé, M. C., & Decety, J. (2000). A PET investigation of the attribution of intentions with a nonverbal task. Neuroimage, 11(2), 157-166.

Brüne, M., & Brüne-Cohrs, U. (2006). Theory of mind—evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience & Biobehavioral Reviews, 30(4), 437-455.

Bora, E., & Berk, M. (2016). Theory of mind in major depressive disorder: A meta-analysis. Journal of affective disorders, 191, 49-55.

Camras, L. A., Oster, H., Campos, J., Campos, R., Ujiie, T., Miyake, K., ... & Meng, Z. (1998). Production of emotional facial expressions in European American, Japanese, and Chinese infants. Developmental Psychology, 34(4), 616.

Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child development, 194-201.

Drubach, D. A. (2008). The purpose and neurobiology of theory of mind functions. Journal of religion and health, 47, 354-365.

Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual review of psychology, 50(1), 21-45.

Flavell, J. H., Green, F. L., Flavell, E. R., Watson, M. W., & Campione, J. C. (1986). Development of knowledge about the appearance-reality distinction. Monographs of the society for research in child development, 87-90.

Fletcher, P. C., Frith, C. D., Baker, S. C., Shallice, T., Frackowiak, R. S., & Dolan, R. J. (1995). The mind's eye—precuneus activation in memory-related imagery. Neuroimage, 2(3), 195-200.

Gallese, V. (2003) The roots of empathy: the shared manifold hypothesis and the neural basis of intersubjectivity. Psychopathology 36, 171–180.

Gallagher, H. L., & Frith, C. D. (2003). Functional imaging of ‘theory of mind’. Trends in cognitive sciences, 7(2), 77-83.

Gallese, V., Keysers, C., & Rizzolatti, G. (2004). A unifying view of the basis of social cognition. Trends in cognitive sciences, 8(9), 396-403.

Gopnik, A. (2003). The theory theory as an alternative to the innateness hypothesis. Chomsky and his critics, (Eds LM Antony, N Hornstein) New York, Basil Blackwell.

Goswami, U. E. (2002). Blackwell handbook of childhood cognitive development. New Jersey: Blackwell publishing.

Harrington, L., Siegert, R., & McClure, J. (2005). Theory of mind in schizophrenia: a critical review. Cognitive neuropsychiatry, 10(4), 249-286.

Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., & Cooke, T. (1989). Young children's theory of mind and emotion. Cognition & Emotion, 3(4), 379-400.

Harris, P. L. (1994). The child's understanding of emotion: developmental change and the family environment. Child Psychology & Psychiatry & Allied Disciplines. 35(1), 3-28.

Hasselhorn, M., Mähler, C., & Grube, D. (2005). Theory of mind, working memory, and verbal ability in preschool children: The proposal of a relay race model of the developmental dependencies.

Herold, R., Tényi, T., Lénárd, K., & Trixler, M. (2002). Theory of mind deficit in people with schizophrenia during remission. Psychological Medicine, 32(6), 1125-1129.

Howlin, P., Baron-Cohen, S., & Hadwin, J. A. (1999). Teaching children with autism to mind-read: A practical guide for teachers and parents. New York: John Wiley & Sons.

Kanwisher, N., McDermott, J., & Chun, M. M. (1997). The fusiform face area: a module in human extrastriate cortex specialized for face perception. Journal of neuroscience, 17(11), 4302-4311.

Karakelle, S., & Ertuğrul, Z. (2012). Zihin kuramı ile çalışma belleği, dil becerisi ve yönetici işlevler arasındaki bağlantılar küçük (36-48 ay) ve büyük (53-72 ay) çocuklarda farklılık gösterebilir mi?. Turk Psikoloji Dergisi, 27(70), 1-21.

Keane, B. P., Luu, C., & Trick, L. M. (2015). Object continuity enhances perception, learning, and transsaccadic memory. Journal of Experimental Psychology: General, 144(1), 32-51.

Knoch, D., & Fehr, E. (2007). Resisting the power of temptations: The right prefrontal cortex and self‐control. Annals of the New York Academy of Sciences, 1104(1), 123-134.

Kraml, H., & Michlmayr, M. (2002). Simulation versus theory theory. theories concerning the ability to read minds (Masters thesis). Innsbruck, Austria, Leopold-Franzens University.

Kuntsi, J., & Stevenson, J. (2000). Hyperactivity in children: A focus on genetic research and psychological theories. Clinical Child and Family Psychology Review, 3, 1-23.

Mai, X., Zhang, W., Hu, X., Zhen, Z., Xu, Z., Zhang, J., & Liu, C. (2016). Using tDCS to Explore the Role of the Right Temporo-Parietal Junction in Theory of Mind and Cognitive Empathy. Frontiers in psychology, 7. 380.

Mazza, M., De Risio, A., Surian, L., Roncone, R., & Casacchia, M. (2001). Selective impairments of theory of mind in people with schizophrenia. Schizophrenia research, 47(2-3), 299-308.

Meltzoff, A. N. (1999). Origins of theory of mind, cognition and communication. Journal of communication disorders, 32(4), 251-269.

Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false‐belief understanding. Child development, 78 (2), 622-646.

Plaisted, K., Swettenham, J., & Rees, L. (1999). Children with autism show local precedence in a divided attention task and global precedence in a selective attention task. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(5), 733-742.

Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of child psychology and psychiatry, 37(1), 51-87.

Perner, J., & Lang, B. (1999). Development of theory of mind and executive control. Trends in cognitive sciences, 3(9), 337-344.

Pineda-Alhucema, W., Aristizabal, E., Escudero-Cabarcas, J., Acosta-Lopez, J. E., & Vélez, J. (2018). Executive function and theory of mind in children with ADHD: A systematic review. Neuropsychology review, 28, 341-358.

Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind?. Behavioral and brain sciences, 1(4), 515-526.

Russell, J. A., & Carroll, J. M. (1999). On the bipolarity of positive and negative affect. Psychological bulletin, 125(1), 3.

Sabbagh, M. A. (2004). Understanding orbitofrontal contributions to theory-of-mind reasoning: Implications for autism. Brain and cognition, 55(1), 209-219.

Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and US preschoolers. Psychological science, 17(1), 74-81.

Shamay-Tsoory, S. G., Tomer, R., & Aharon-Peretz, J. (2005). The neuroanatomical basis of understanding sarcasm and its relationship to social cognition. Neuropsychology, 19(3), 288.

Saxe, R. (2006). Uniquely human social cognition. Current opinion in neurobiology, 16(2), 235-239.

Saxe, R., & Baron-Cohen, S. (2006). The neuroscience of theory of mind. Social Neuroscience. 1, 1-9.

Saxe, R., & Powell, L. J. (2006). It's the thought that counts: specific brain regions for one component of theory of mind. Psychological science, 17(8), 692-699.

Santiesteban, I., Banissy, M. J., Catmur, C., & Bird, G. (2012). Enhancing social ability by stimulating right temporoparietal junction. Current Biology, 22(23), 2274-2277.

Shamay-Tsoory, S. G., Shur, S., Barcai-Goodman, L., Medlovich, S., Harari, H., & Levkovitz, Y. (2007). Dissociation of cognitive from affective components of theory of mind in schizophrenia. Psychiatry research, 149(1-3), 11-23.

Schilbach, L., Timmermans, B., Reddy, V., Costall, A., Bente, G., Schlicht, T., & Vogeley, K. (2013). Toward a second-person neuroscience. Behavioral and Brain Sciences, 36(4), 393-414.

Schneider, W., Schumann-Hengsteler, R., & Sodian, B. (2014). Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind. New York: Psychology Press.

Scholl, B. J., & Leslie, A. M. (1999). Modularity, development and ‘theory of mind’. Mind &language, 14(1), 131-153.

Scholl, B. J. (2007). Object persistence in philosophy and psychology. Mind & Language, 22(5), 563-591.

Schultz, R. T. (2005). Developmental deficits in social perception in autism: the role of the amygdala and fusiform face area. International Journal of Developmental Neuroscience, 23(2-3), 125-141.

Shuai, L., Chan, R. C., & Wang, Y. (2011). Executive function profile of Chinese boys with attention-deficit hyperactivity disorder: different subtypes and comorbidity. Archives of Clinical Neuropsychology, 26(2), 120-132.

Smith, M., & Walden, T. (1998). Developmental trends in emotion understanding among a diverse sample of African-American preschool children. Journal of Applied Developmental Psychology, 19(2), 177-197.

Stone, V. E., Baron-Cohen, S., & Knight, R. T. (1998). Frontal lobe contributions to theory of mind. Journal of cognitive neuroscience, 10(5), 640-656.

Stuss, D. T., & Anderson, V. (2004). The frontal lobes and theory of mind: Developmental concepts from adult focal lesion research. Brain and cognition, 55(1), 69-83.

Sullivan, R. M., & Gratton, A. (2002). Prefrontal cortical regulation of hypothalamic–pituitary–adrenal function in the rat and implications for psychopathology: side matters. Psychoneuroendocrinology, 27(1-2), 99-114.

Sullivan, M. W., & Lewis, M. (2003). Emotional expressions of young infants and children: A practitioner's primer. Infants & Young Children, 16(2), 120-142.

Tager-Flusberg, H., & Sullivan, K. (2000). A componential view of theory of mind: Evidence from Williams syndrome. Cognition, 76(1), 59-90.

Taylor, M. & Carlson, S.M. (1997). The relation between individual differences in fantasy and theory of mind. Child Development, 68, 436-455.

Trivers, R. L. (1971). The evolution of reciprocal altruism. The Quarterly review of biology, 46(1), 35-57.

Wellman, H. M., Cross, D., & Watson, J. (2001). Meta‐analysis of theory‐of‐mind development: The truth about false belief. Child development, 72(3), 655-684.

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103-128.

Xu, Y. (2007). Object recognition: neural mechanisms of category-selective responses. Current Opinion in Neurobiology, 17(2), 175-181.

Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing theory of mind abilities of individuals with autism, individuals with mental retardation, and normally developing individuals. Psychological bulletin, 124(3), 283.

Youmans, G. L. (2004). Theory of mind performance of individuals with Alzheimer-type dementia profiles (Doctoral dissertation, The Florida State University).