Search for dissertations about: "theory-of-mind"
Showing result 1 - 5 of 17 swedish dissertations containing the word theory-of-mind.
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1. Deafblindness : Theory-of-mind, cognitive functioning and social network in Alström syndrome
Abstract : This thesis addresses young adults with Alström syndrome (AS). AS causes acquired deafblindness, a severe, progressive, combined auditory and visual impairment affecting daily life and self-reliance to a degree that full participation depends on help from others and society. READ MORE
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2. Theory of Mind Development in Swedish Preschoolers: Relations with Language, Executive function, Temperament, and the Social Environment
Abstract : Understanding others in social situations is a cornerstone of any lifespan. A part of social understanding comes from appreciating other’s intentions, desires, and knowledge, which can be called an understanding of others’ Theory of Mind. READ MORE
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3. Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children
Abstract : Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. READ MORE
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4. Cognitive capacities and composite cognitive skills in individuals with Usher syndrome type 1 and 2
Abstract : The present thesis belongs to the research area disability research and deal with specific aspects of cognition in individuals with Usher syndrome type 1 and 2. The subject has been investigated and is discussed within an interdisciplinary framework, though the theories applied and described are derived from the area of cognitive psychology. READ MORE
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5. Preschoolers' peer competence : Developmental perspectives on prosocial behavior, aggression, and social cognition
Abstract : This doctoral thesis explored three broad aspects of preschoolers’ social competence: prosocial behavior, aggression, and social cognition. The longitudinal study followed forty-four children (initially 22-40 months), who were observed in natural peer interactions at their daycare centers during a two-month period in each of three con-secutive years. READ MORE