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Janet Wilde Astington

Affiliations: 
University of Toronto, Toronto, ON, Canada 
Area:
theory of mind, social development
Website:
http://fcis.oise.utoronto.ca/~jwastington/
Google:
"Janet Astington"
Mean distance: 21373.2 (cluster 17)
 
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Parents

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Children

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Trudy L. James grad student 2002 University of Toronto
Terri L. Barriault grad student 2003 University of Toronto
Mary J. Thelander grad student 2004 University of Toronto
Thien-Kim Nguyen grad student 2011 University of Toronto

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Publications

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San Juan V, Astington JW. (2017) Does language matter for implicit theory of mind? The effects of epistemic verb training on implicit and explicit false-belief understanding Cognitive Development. 41: 19-32
Wade M, Moore C, Astington JW, et al. (2015) Cumulative contextual risk, maternal responsivity, and social cognition at 18 months. Development and Psychopathology. 27: 189-203
Nguyen TK, Astington JW. (2014) Reassessing the bilingual advantage in theory of mind and its cognitive underpinnings Bilingualism. 17: 396-409
Astington JW, Dack LA. (2013) Development of the deontic advantage in reasoning: reply to Cummins. Journal of Experimental Child Psychology. 116: 770-3
Olson DR, Astington JW. (2013) Preschool children conflate pragmatic agreement and semantic truth First Language. 33: 617-627
San Juan V, Astington JW. (2012) Bridging the gap between implicit and explicit understanding: how language development promotes the processing and representation of false belief. The British Journal of Developmental Psychology. 30: 105-22
Dack LA, Astington JW. (2011) Deontic and epistemic reasoning in children. Journal of Experimental Child Psychology. 110: 94-114
Filippova E, Astington JW. (2010) Children's understanding of social-cognitive and social-communicative aspects of discourse irony. Child Development. 81: 913-28
Filippova E, Astington JW. (2008) Further development in social reasoning revealed in discourse irony understanding. Child Development. 79: 126-38
Milligan K, Astington JW, Dack LA. (2007) Language and theory of mind: meta-analysis of the relation between language ability and false-belief understanding. Child Development. 78: 622-46
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