Implicit and explicit theory of mind: State of the art
2.5-year-olds succeed at a verbal anticipatory-looking false-belief task
Where will the triangle look for it? Attributing false beliefs to a geometric shape at 17 months
A cue-based approach to ‘theory of mind’: Re-examining the notion of automaticity
Do infants have a theory of mind?
Direct and indirect measures of Level-2 perspective-taking in children and adults
Statistical learning as a basis for social understanding in children
Bridging the gap between implicit and explicit understanding: How language development promotes the processing and representation of false belief
Chinese preschoolers' implicit and explicit false-belief understanding
Self-knowledge and knowing other minds: The implicit/explicit distinction as a tool in understanding theory of mind
Breaking the rules: Do infants have a true understanding of false belief?
Continuity from an implicit to an explicit understanding of false belief from infancy to preschool age
Deception dissociates from false belief reasoning in deaf children: Implications for the implicit versus explicit theory of mind distinction
Do actions speak louder than words? A comparative perspective on implicit versus explicit meta-cognition and theory of mind
Editorial Acknowledgement