Over the last fifteen years, developmentalists, cognitive scientists, philosophers, educators and clinicians have considered the acquisition of a theory of mind - the capacity to predict and explain behavior on the basis of internal, subjective mental states - to be one of the crucial cognitive achievements of early childhood. This volume represents the first collection of work to address, empirically and conceptually, the topic of individual differences in theory of mind. It is also unique because it takes the reader beyond the preschool years, to explore theory of mind development in late childhood and adulthood. This volume brings together a variety of papers that consider the inter-relations between theory of mind and other cognitive and behavioral variables, including the impact of theory of mind on social functioning and social relationships, the role of theory of mind in psychopathologies such as schizophrenia, psychopathy and autism, and the relation between theory of mind and language in typical and atypical populations.
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B. F. Skinner, an American behavioral psychologist, is known for his many contributions to learning theory. His Behavior of Organisms (1938) reports his experiments with the study of reflexes. Walden Two (1949), a utopian novel, describes a planned community in which positive rather than negative reinforcers serve to maintain appropriate behavior; the novel stimulated the founding of some experimental communities. In Beyond Freedom and Dignity (1971), Skinner attempted to show that only what he called a technology of behavior could save democracy from the many individual and social problems that plague it. (An early example of this technology is the so-called Skinner box for conditioning a human child.) A teacher at Harvard University from 1948 until his retirement, Skinner was for some the model of the objective scientist, for others the epitome of the heartless behaviorist who would turn people into automatons.
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