Resumo

MARTINS, Carla; BARRETO, Ana Luísa  e  CASTIAJO, Paula. Teoria da mente ao longo do desenvolvimento normativo: Da idade escolar até à idade adulta. Aná. Psicológica [online]. 2013, vol.31, n.4, pp.377-392. ISSN 0870-8231.

Theory of mind, as a sociocognitive developmental milestone emerging in the preschool years, is defined as the ability to understand and attribute mental states - desires, cognitions, beliefs and emotions - to oneself and to others, which allows for the prediction and interpretation of others’ behavior (Astington & Barriault, 2001). But how is theory of mind characterized, in normative development, across the lifespan? And how is it assessed? The present paper aims to answer both of these questions through a theoretical revision of this construct in the context of the normative development during school age, adolescence and adulthood, and a synthesis of the main methodologies developed for its assessment.

Palavras-chave : Theory of mind; School age; Adolescence; Adulthood; Assessment.

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