8 found
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  1.  13
    How children block learning from ignorant speakers.Mark A. Sabbagh & Dana Shafman - 2009 - Cognition 112 (3):415-422.
  2.  30
    Mental state decoding in past major depression: Effect of sad versus happy mood induction.Kate L. Harkness, Jill A. Jacobson, David Duong & Mark A. Sabbagh - 2010 - Cognition and Emotion 24 (3):497-513.
  3.  46
    Preschoolers’ selective learning is guided by the principle of relevance.Annette Me Henderson, Mark A. Sabbagh & Amanda L. Woodward - 2013 - Cognition 126 (2):246-257.
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  4.  12
    Understanding the Role of Communicative Intentions in Word Learning.Mark A. Sabbagh & Dare Baldwin - 2005 - In Naomi Eilan, Christoph Hoerl, Teresa McCormack & Johannes Roessler (eds.), Joint Attention: Communication and Other Minds. Issues in Philosophy and Psychology. Oxford University Press. pp. 165--184.
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  5. Understanding the role of communicative intentions in word learning.Mark A. Sabbagh & Dare Baldwin - 2005 - In Naomi Eilan, Christoph Hoerl, Teresa McCormack & Johannes Roessler (eds.), Joint Attention: Communication and Other Minds: Issues in Philosophy and Psychology. Oxford University Press.
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  6.  22
    For love or money? What motivates people to know the minds of others?Kate L. Harkness, Jill A. Jacobson, Brooke Sinclair, Emilie Chan & Mark A. Sabbagh - 2012 - Cognition and Emotion 26 (3):541-549.
    Mood affects social cognition and “theory of mind”, such that people in a persistent negative mood (i.e., dysphoria) have enhanced abilities at making subtle judgements about others’ mental states. Theorists have argued that this hypersensitivity to subtle social cues may have adaptive significance in terms of solving interpersonal problems and/or minimising social risk. We tested whether increasing the social salience of a theory of mind task would preferentially increase dyspshoric individuals’ performance on the task. Forty-four dysphoric and 51 non-dysphoric undergraduate (...)
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  7.  16
    Brain electrophysiological studies of theory of mind.Mark A. Sabbagh - 2013 - In Simon Baron-Cohen, Michael Lombardo & Helen Tager-Flusberg (eds.), Understanding Other Minds: Perspectives From Developmental Social Neuroscience. Oxford University Press. pp. 119.
  8.  17
    Some costs of over-assimilating data to the implicit/explicit distinction.Mark A. Sabbagh & Benjamin A. Clegg - 1999 - Behavioral and Brain Sciences 22 (5):783-784.
    We applaud Dienes & Perner's efforts while raising some concerns regarding their assimilation of diverse data into a unifying framework. Some of the findings need not fit the framework they suggest. It is also not always clear what, above logico-semantic consistency, assimilation adds to the data that do fit their framework. These concerns are highlighted with reference to their arguments regarding the developmental data and the neuropsychological data, respectively.
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