Search Results
human brain: From environment to theory of mind . Neuron, 58 ( 3 ), 306 – 324 . doi: 10.1016/j.neuron.2008.04.017 Corbetta , M. , & Shulman , G. L. ( 2002 ). Control of goal
Működési zavarok és megújulási törekvések a tudományos pszichológiában, a 21. század elején
Dysfunctions and reform movement in psychological science, in the beginning of the 21st century
. ( 2017 ). Reliability and validity of advanced theory-of-mind measures in middle childhood and adolescence . British Journal of Developmental Psychology , 35 ( 3 ), 454 – 462 . Head
Egyéni különbségek az alkotó gondolkodásban: Pszichózis az adaptív működésben?
Individual differences in creative thinking: Psychotic-like features in an adaptive context?
ILLIAMS , C. , M ASON , O. J. , & P ICKUP , G. J. ( 2008 ). Apophenia, theory of mind and schizotypy: Perceiving meaning and intentionality in randomness . Cortex , 44 ( 10 ), 1316 – 1325
intact theory of mind. Despite perspective-taking is fundamentally different from cognitive reappraisal ( Dunn, Billotti, Murphy, & Dalgleish, 2009 ), difficulties in the capacity to be objective or to view the adverse stimulus as a detached, third
. , & Shamay-Tsoory , S. ( 2011 ). Neuroanatomical and neurochemical bases of theory of mind . Neuropsychologia , 49 ( 11 ), 2971 – 2984 . https://doi.org/10.1016/j
only part of the story” and has to be complemented by notions from other theories, such as theory of mind, interactional sociolinguistics, etc. (p. 180). „It may be the case that a single model cannot provide a complete account of every aspect of
but cannot explain the experience in totality. This chapter is of particular significance for the manner in which it problematises theory of mind, the nature of human consciousness, and the role of experience as the humanity's major means for
Társas és társadalmi nevelés az iskolában – A Megtartó Közösségek Program hatásvizsgálata
Social and societal education in schools – Assessment of the Holding Community Program
. , & Blakemore , S. J. ( 2010 ). Online usage of theory of mind continues to develop in late adolescence . Developmental Science , 13 ( 2 ), 331 – 338
://doi.org/10.1007/s100710100078 . Call , J. , & Tomasello , M. ( 2008 ). Does the chimpanzee have a theory of mind? 30 years later . Trends in Cognitive Sciences , 12 ( 5 ), 187 – 192 . https://doi.org/10.1016/j.tics.2008.02.010 . Carruthers , P
. A. , Samson , D. , Chiavarino , C. , & Humphreys , G. W. ( 2004 ). Frontal and temporo-parietal lobe contributions to theory of mind: Neuropsychological
