{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,19]],"date-time":"2026-10-19T15:15:53Z","timestamp":1792422953654,"version":"4.5.0"},"reference-count":51,"publisher":"Oxford University Press (OUP)","issue":"2","license":[{"start":{"date-parts":[[2012,3,1]],"date-time":"2012-03-01T00:00:00Z","timestamp":1330560000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"},{"start":{"date-parts":[[2012,2,3]],"date-time":"2012-02-03T00:00:00Z","timestamp":1328227200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["srcd.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2012,3,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Children aged 3\u201312 years (n = 184) with typical development, deafness, autism, or Asperger syndrome took a series of theory-of-mind (ToM) tasks to confirm and extend previous developmental scaling evidence. A new sarcasm task, in the format of H. M. Wellman and D. Liu\u2019s (2004) 5-step ToM Scale, added a statistically reliable 6th step to the scale for all diagnostic groups. A key previous finding, divergence in task sequencing for children with autism, was confirmed. Comparisons among diagnostic groups, controlling age, and language ability, showed that typical developers mastered the 6 ToM steps ahead of each of the 3 disabled groups, with implications for ToM theories. The final (sarcasm) task challenged even nondisabled 9-year-olds, demonstrating the new scale\u2019s sensitivity to post-preschool ToM growth.<\/jats:p>","DOI":"10.1111\/j.1467-8624.2011.01728.x","type":"journal-article","created":{"date-parts":[[2012,2,3]],"date-time":"2012-02-03T11:03:45Z","timestamp":1328267025000},"page":"469-485","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":235,"title":["The Mind Behind the Message: Advancing Theory-of-Mind Scales for Typically Developing Children, and Those With Deafness, Autism, or Asperger Syndrome"],"prefix":"10.1093","volume":"83","author":[{"given":"Candida C","family":"Peterson","sequence":"first","affiliation":[{"name":"The School of Psychology at University of Queensland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Henry M","family":"Wellman","sequence":"additional","affiliation":[{"name":"University of Michigan"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Virginia","family":"Slaughter","sequence":"additional","affiliation":[{"name":"The School of Psychology at University of Queensland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2012,3,14]]},"reference":[{"key":"2026010915205488800_cit1","volume-title":"Diagnostic and statistical manual of mental disorders","author":"American Psychiatric Association","year":"2000","edition":"4th ed."},{"key":"2026010915205488800_cit2","doi-asserted-by":"crossref","first-page":"685","DOI":"10.1111\/1467-8624.00305","article-title":"The future of theory-of-mind research: Understanding motivational states, the role of language and real-world consequences","volume":"72","author":"Astington","year":"2001","journal-title":"Child Development"},{"key":"2026010915205488800_cit3","doi-asserted-by":"crossref","first-page":"96","DOI":"10.1017\/S0140525X04220039","article-title":"What\u2019s new about social construction? 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