Table of Contents

Introduction: Why study theory of mind in middle childhood and adolescence? Part I: Cognitive and Biological Underpinnings 1. Advanced theory of mind in middle childhood and adulthood: Inferring mental states and emotions from life history 2. Cognitive basis of mindreading in middle childhood and adolescence 3. Individual differences in theory of mind in middle childhood and adolescence 4. Neural bases of theory of mind in middle childhood and adolescence Part II: Social Correlates and Consequences 5. Family influences on theory of mind in middle childhood 6. Friendships and theory of mind in middle childhood and adolescence 7. Theory of mind and peer relationships in middle childhood and adolescence 8. Theory of mind goes to school Part III: Neurodiversity, Disability, and Youth Mental Health 9. Theory of mind in adolescents with autism 10. Deafness as a window on theory of mind in middle childhood and adolescence 11. Mindreading and psychopathology in middle childhood and adolescence Conclusions and future directions: Integrating multiple perspectives

About the Author

Rory T. Devine is a developmental psychologist at the University of Birmingham, UK, with expertise in children’s social and cognitive development, longitudinal research methods, and psychometrics. His research focuses on understanding individual differences in theory of mind and executive function from infancy to adulthood.

Serena Lecce is an associate professor in developmental and educational psychology at the Department of Brain and Behavioral Sciences, University of Pavia, Italy. She directs the Laboratory of Social Cognition – LASC – where she conducts investigations of people’s social and emotional functioning and works closely with practitioners and teachers.