View Item 

Show simple item record

Emotion versus cognition: differential pathways to theory of mind for children with high versus low callousâ unemotional traits
dc.contributor.authorSatlof‐bedrick, Emma
dc.contributor.authorWaller, Rebecca
dc.contributor.authorOlson, Sheryl L.
dc.date.accessioned2020-01-13T15:05:59Z
dc.date.availableWITHHELD_12_MONTHS
dc.date.available2020-01-13T15:05:59Z
dc.date.issued2019-12
dc.identifier.citationSatlof‐bedrick, Emma ; Waller, Rebecca; Olson, Sheryl L. (2019). "Emotion versus cognition: differential pathways to theory of mind for children with high versus low callousâ unemotional traits." Journal of Child Psychology and Psychiatry 60(12): 1300-1308.
dc.identifier.issn0021-9630
dc.identifier.issn1469-7610
dc.identifier.urihttps://hdl.handle.net/2027.42/152614
dc.publisherAPA
dc.publisherWiley Periodicals, Inc.
dc.subject.otherexecutive function
dc.subject.otherTheory of mind
dc.subject.othercallousâ unemotional traits
dc.subject.otheremotion understanding
dc.titleEmotion versus cognition: differential pathways to theory of mind for children with high versus low callousâ unemotional traits
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbsecondlevelPsychiatry
dc.subject.hlbtoplevelHealth Sciences
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/152614/1/jcpp13078_am.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/152614/2/jcpp13078.pdf
dc.identifier.doi10.1111/jcpp.13078
dc.identifier.sourceJournal of Child Psychology and Psychiatry
dc.identifier.citedreferenceO’Brien, B.S., & Frick, P.J. ( 1996 ). Reward dominance: Associations with anxiety, conduct problems, and psychopathy in children. Journal of Abnormal Child Psychology, 24, 223 â 240.
dc.identifier.citedreferenceDenham, S.A. ( 2007 ). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition, Brain, Behavior, 11, 1.
dc.identifier.citedreferenceEnders, C.K., & Bandalos, D.L. ( 2001 ). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430 â 457.
dc.identifier.citedreferenceFeilhauer, J., & Cima, M. ( 2013 ). Youth psychopathy: Differential correlates of callousâ unemotional traits, narcissism, and impulsivity. Forensic Science International, 224, 1 â 7.
dc.identifier.citedreferenceFrick, P.J. ( 2004 ). The inventory of callousâ unemotional traits. Unpublished rating scale.
dc.identifier.citedreferenceFrick, P.J., Ray, J.V., Thornton, L.C., & Kahn, R.E. ( 2014 ). Annual research review: A developmental psychopathology approach to understanding callousâ unemotional traits in children and adolescents with serious conduct problems. Journal of Child Psychology and Psychiatry, 55, 532 â 548.
dc.identifier.citedreferenceGopnik, A., & Wellman, H. M ( 1994 ). The theory. In L. Hirschfeld & S. Gelman (Eds.), Domain specificity in cognition and culture (pp. 257 â 293 ). New York, NY: Cambridge University Press.
dc.identifier.citedreferenceGrazzani, I., Ornaghi, V., Conte, E., Pepe, A., & Caprin, C. ( 2018 ). The Relation Between Emotion Understanding and Theory of Mind in Children Aged 3 to 8: The Key Role of Language. Frontiers in, Psychology, 9.
dc.identifier.citedreferenceHalberstadt, A.G., Denham, S.A., & Dunsmore, J.C. ( 2001 ). Affective Social Competence. Social Development, 10, 79 â 119.
dc.identifier.citedreferenceHarris, P.L., De Rosnay, M., & Pons, F. ( 2016 ). Understanding emotion. In L. Feldman Barret, M. Lewis & J. Havilandâ Jones (Eds.), Handbook of emotions, Vol. 4 (pp. 293 â 306 ). New York: Guilford Press.
dc.identifier.citedreferenceHarris, P.L., Johnson, C.N., Hutton, D., Andrews, G., & Cooke, T. ( 1989 ). Young children’s theory of mind and emotion. Cognition & Emotion, 3, 379 â 400.
dc.identifier.citedreferenceHarwood, M.D., & Farrar, M.J. ( 2006 ). Conflicting emotions: The connection between affective perspective taking and theory of mind. British Journal of Developmental Psychology, 24, 401 â 418.
dc.identifier.citedreferenceHughes, C., & Dunn, J. ( 1998 ). Understanding mind and emotion: Longitudinal associations with mentalâ state talk between young friends. Developmental Psychology, 34, 1026.
dc.identifier.citedreferenceJones, A.P., Happé, F.G., Gilbert, F., Burnett, S., & Viding, E. ( 2010 ). Feeling, caring, knowing: Different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder. Journal of Child Psychology and Psychiatry, 51, 1188 â 1197.
dc.identifier.citedreferenceKimonis, E.R., Fanti, K.A., Anastassiouâ Hadjicharalambous, X., Mertan, B., Goulter, N., & Katsimicha, E. ( 2016 ). Can callousâ unemotional traits be reliably measured in preschoolers? Journal of Abnormal Child Psychology, 44, 625 â 638.
dc.identifier.citedreferenceKochanska, G., Murray, K., Jacques, T.Y., Koenig, A.L., & Vandegeest, K.A. ( 1996 ). Inhibitory control in young children and its role in emerging internalization. Child Development, 67, 490 â 507.
dc.identifier.citedreferenceLaBounty, J., Wellman, H.M., Olson, S., Lagattuta, K., & Liu, D. ( 2008 ). Mothersâ and fathersâ use of internal state talk with their young children. Social Development, 17, 757 â 775.
dc.identifier.citedreferenceLane, J.D., Wellman, H.M., Olson, S.L., LaBounty, J., & Kerr, D.C. ( 2010 ). Theory of mind and emotion understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28, 871 â 889.
dc.identifier.citedreferenceLui, J.H., Barry, C.T., & Sacco, D.F. ( 2016 ). Callousâ unemotional traits and empathy deficits: Mediating effects of affective perspectiveâ taking and facial emotion recognition. Cognition and Emotion, 30, 1049 â 1062.
dc.identifier.citedreferenceMuthén, L.K., Muthén, B.O., 2017. Mplus 7.4. Los Angeles, CA: Muthén & Muthén.
dc.identifier.citedreferenceDenham, S.A. ( 1986 ). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 194 â 201.
dc.identifier.citedreferenceO’Brien, M., Miner Weaver, J., Nelson, J.A., Calkins, S.D., Leerkes, E.M., & Marcovitch, S. ( 2011 ). Longitudinal associations between children’s understanding of emotions and theory of mind. Cognition & Emotion, 25, 1074 â 1086.
dc.identifier.citedreferenceOlson, S.L., Lopezâ Duran, N., Lunkenheimer, E.S., Chang, H., & Sameroff, A.J. ( 2011 ). Individual differences in the development of early peer aggression: Integrating contributions of selfâ regulation, theory of mind, and parenting. Development and Psychopathology, 23, 253 â 266.
dc.identifier.citedreferenceOlson, S., & Sameroff, A. ( 1997 ). Social risk and selfâ regulation problems in early childhood. Bethesda, MD: National Institute of Mental Health.
dc.identifier.citedreferenceOlson, S.L., Sameroff, A.J., Kerr, D.C., Lopez, N.L., & Wellman, H.M. ( 2005 ). Developmental foundations of externalizing problems in young children: The role of effortful control. Development and Psychopathology, 17, 25 â 45.
dc.identifier.citedreferenceO’Nions, E., Sebastian, C.L., McCrory, E., Chantiluke, K., Happe, F., & Viding, E. ( 2014 ). Neural bases of Theory of Mind in children with autism spectrum disorders and children with conduct problems and callousâ unemotional traits. Developmental Science, 17, 786 â 796.
dc.identifier.citedreferencePardini, D.A., & Byrd, A.L. ( 2012 ). Perceptions of aggressive conflicts and othersâ distress in children with callousâ unemotional traits:â I’ll show you who’s boss, even if you suffer and I get in troubleâ . Journal of Child Psychology and Psychiatry, 53, 283 â 291.
dc.identifier.citedreferencePreacher, K.J., Curran, P.J., & Bauer, D.J. ( 2006 ). Computational tools for probing interactions in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics, 31, 437 â 448.
dc.identifier.citedreferenceSalekin, R.T., Neumann, C.S., Leistico, A.â M.R., & Zalot, A.A. ( 2004 ). Psychopathy in youth and intelligence: An investigation of Cleckley’s hypothesis. Journal of Clinical Child and Adolescent Psychology, 33, 731 â 742.
dc.identifier.citedreferenceScott, R.M., & Baillargeon, R. ( 2017 ). Early falseâ belief understanding. Trends in Cognitive Sciences, 21, 237 â 249.
dc.identifier.citedreferenceSebastian, C.L., McCrory, E.J., Cecil, C.A., Lockwood, P.L., De Brito, S.A., Fontaine, N.M., & Viding, E. ( 2012 ). Neural responses to affective and cognitive theory of mind in children with conduct problems and varying levels of callousâ unemotional traits. Archives of General Psychiatry, 69, 814 â 822.
dc.identifier.citedreferenceSong, J.â H., Waller, R., Hyde, L.W., & Olson, S.L. ( 2016 ). Early callousâ unemotional behavior, theoryâ ofâ mind, and a fearful/inhibited temperament predict externalizing problems in middle and late childhood. Journal of Abnormal Child Psychology, 44, 1205 â 1215.
dc.identifier.citedreferenceWalkerâ Andrews, A.S., & Dickson, L.R. ( 1997 ). Infantsâ understanding of affect. The Development of Social Cognition, 161 â 186.
dc.identifier.citedreferenceWaller, R., & Hyde, L.W. ( 2017 ). Callousâ unemotional behaviors in early childhood: Measurement, meaning, and the influence of parenting. Child Development Perspectives, 11, 120 â 126.
dc.identifier.citedreferenceWaller, R., & Hyde, L.W. ( 2018 ). Callousâ unemotional behaviors in early childhood: The development of empathy and prosociality gone awry. Current Opinion in Psychology, 20, 11 â 16.
dc.identifier.citedreferenceWaller, R., Hyde, L.W., Grabell, A.S., Alves, M.L., & Olson, S.L. ( 2015 ). Differential associations of early callousâ unemotional, oppositional, and ADHD behaviors: Multiple domains within earlyâ starting conduct problems? Journal of Child Psychology and Psychiatry, 56, 657 â 666.
dc.identifier.citedreferenceWaschbusch, D.A., Walsh, T.M., Andrade, B.F., King, S., & Carrey, N.J. ( 2007 ). Social problem solving, conduct problems, and callousâ unemotional traits in children. Child Psychiatry and Human Development, 37, 293.
dc.identifier.citedreferenceWechsler, D. ( 1989 ). Wechesler Preschool and Primary Scale of Intelligenceâ Revised. WPPSIâ R: Psychological Corporation.
dc.identifier.citedreferenceWeimer, A.A., Sallquist, J., & Bolnick, R.R. ( 2012 ). Young children’s emotion comprehension and theory of mind understanding. Early Education & Development, 23, 280 â 301.
dc.identifier.citedreferenceWellman, H. ( 1990 ). The child’s theory of mind. Cambridge, MA: MIT press.
dc.identifier.citedreferenceWellman, H.M. ( 2002 ). Understanding the psychological world: Developing a theory of mind. Blackwell Handbook of Childhood Cognitive Development, 167 â 187.
dc.identifier.citedreferenceWellman, H.M. ( 2014 ). Making minds: How theory of mind develops. New York, NY: Oxford University Press.
dc.identifier.citedreferenceWellman, H.M., Cross, D., & Watson, J. ( 2001 ). Metaâ analysis of theoryâ ofâ mind development: The truth about false belief. Child Development, 72, 655 â 684.
dc.identifier.citedreferenceWellman, H.M., & Liu, D. ( 2004 ). Scaling of theoryâ ofâ mind tasks. Child Development, 75, 523 â 541.
dc.identifier.citedreferenceWellman, H., & Woolley, J.D. ( 1990 ). From simple desires to ordinary beliefs: The early development of everyday psychology. Cognition, 35, 245 â 275.
dc.identifier.citedreferenceWilloughby, M.T., Millsâ Koonce, W.R., Gottfredson, N.C., & Wagner, N.J. ( 2014 ). Measuring callous unemotional behaviors in early childhood: Factor structure and the prediction of stable aggression in middle childhood. Journal of Psychopathology and Behavioral Assessment, 36, 30 â 42.
dc.identifier.citedreferenceWilloughby, M.T., Waschbusch, D.A., Moore, G.A., & Propper, C.B. ( 2011 ). Using the ASEBA to screen for callous unemotional traits in early childhood: Factor structure, temporal stability, and utility. Journal of Psychopathology and Behavioral Assessment, 33, 19 â 30.
dc.identifier.citedreferenceWimmer, H., & Perner, J. ( 1983 ). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103 â 128.
dc.identifier.citedreferenceAchenbach, T.M. ( 1992 ). Manual for the Child Behavior Checklist/2â 3 and 1992 Profile: Profile for boys and girls. Auswertungsbögen: Department of Psychiatry, University of Vermont.
dc.identifier.citedreferenceAmerican Psychiatric Association ( 2013 ). Diagnostic and Statistical Manual of Mental Disorders (DSM-5), 5th ed. Washington, DC: APA.
dc.identifier.citedreferenceAnastassiouâ Hadjicharalambous, X., & Warden, D. ( 2008 ). Physiologicallyâ indexed and selfâ perceived affective empathy in conductâ disordered children high and low on callousâ unemotional traits. Child Psychiatry and Human Development, 39, 503.
dc.identifier.citedreferenceBaronâ Cohen, S., Leslie, A.M., & Frith, U. ( 1985 ). Does the autistic child have a â theory of mindâ ? Cognition, 21, 37 â 46.
dc.identifier.citedreferenceBartsch, K., & Wellman, H. ( 1989 ). Young children’s attribution of action to beliefs and desires. Child Development, 946 â 964.
dc.identifier.citedreferenceCarlson, S.M., Moses, L.J., & Breton, C. ( 2002 ). How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory. Infant and Child Development: An International Journal of Research and Practice, 11, 73 â 92.
dc.identifier.citedreferenceChoe, D.E., Lane, J.D., Grabell, A.S., & Olson, S.L. ( 2013 ). Developmental precursors of young schoolâ age children’s hostile attribution bias. Developmental Psychology, 49, 2245.
dc.identifier.citedreferenceCrick, N.R., & Dodge, K.A. ( 1994 ). A review and reformulation of social informationâ processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74.
dc.identifier.citedreferenceDadds, M.R., Hawes, D.J., Frost, A.D., Vassallo, S., Bunn, P., Hunter, K., & Merz, S. ( 2009 ). Learning to â talk the talkâ : The relationship of psychopathic traits to deficits in empathy across childhood. Journal of Child Psychology and Psychiatry, 50, 599 â 606.
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Name:
jcpp13078_am.pdf
Size:
299.8KB
Format:
PDF
View/Open
Name:
jcpp13078.pdf
Size:
246.2KB
Format:
PDF
View/Open

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.