Ian
Apperly
Book.
Apperly,
I.A. (2010). Mindreaders: the cognitive basis of Ňtheory of mindÓ. Hove:
Psychology Press / Taylor & Francis Group.
Theory
& Review papers
Mindreading and psycholinguistic approaches
to perspective-taking: establishing common
ground. Apperly, I.A. (2017) Topics in Cognitive Science. PDF
Can
theory of mind grow up? Mindreading in adults, and its
implications for the neuroscience and development of mindreading. Apperly, I.A. (2013) In
Baron-Cohen, S., Tager-Flusberg, H. &
Lombardo, M. (Eds.) Understanding Other Minds (3rd Edn.) PDF
How to construct a minimal theory of mind. Butterfill, S. & Apperly I.A.
(2013). Mind and Language28(2) 606-637. PDF
The
development of tool manufacture in humans: what helps young children make
innovative tools? Chappell, J., Cutting, N. Apperly, I.A. & Beck, S.R.,
(2013) Philosophical Transactions of the Royal Society of London, B.
368,1630.
Understanding
intentions: distinct processes for mirroring, representing and
conceptualising. Chiavarino, C., Apperly, I.A.,
& Humphreys, G.W. (2012). Current Directions in Psychological
Science, 21(5), 284-289. PDF
What
is Ňtheory of mindÓ? Concepts, cognitive processes and
individual differences. Apperly, I.A. (2012). Quarterly Journal of Experimental Psychology.65(5), 825-839. PDF
Do
humans have two systems to track beliefs and belief-like states? Apperly, I.A.
& Butterfill, S.A,, (2009). Psychological Review.116(4), 953-970. PDF
Studies
of adults can inform accounts of theory of mind development. Apperly, I.A., Samson,
D., & Humphreys, G.W. (2009). Developmental
Psychology, 45(1), 190-201. PDF
Beyond
Simulation-Theory and Theory-Theory: Why social cognitive neuroscience should
use its own concepts to study ŇTheory of MindÓ. Apperly, I.A.,
(2008). Cognition 107, 266-283. PDF
Domain-specificity
and theory of mind: Evaluating evidence from neuropsychology. Apperly, I.A., Samson,
D., & Humphreys, G.W. (2005). Trends in
Cognitive Sciences 9(12), 572-577. PDF
Empirical
Articles:
Diametric effects of autism tendencies and
psychosis proneness on attention control irrespective of task demands. Abu-Akel, A., Apperly, I.,
Spaniol, M. M., Geng, J.
J., & Mevorach, C. (2018). Scientific reports, 8(1), 8478. PDF
Autism and psychosis: Clinical implications for
depression and suicide. Upthegrove, R., Abu-Akel, A., Chisholm, K., Lin, A., Zahid,
S., Pelton, M., ... & Wood, S. J. (2018). Schizophrenia research, 195, 80-85.
The cognitive demands of remembering a speakerŐs
perspective and managing common ground size modulate 8- and 10-year-oldsŐ
perspective-taking abilities. Zhao, L., Wang, J.J. & Apperly, I.A. (2018) Journal of Experimental Child Psychology, 174, 130-149. PDF
Assessing the integrity of the cognitive
processes involved in belief reasoning by means of two nonverbal tasks:
Rationale, normative data collection and illustration with brain-damaged
patients. Biervoye, A., Meert, G., Apperly, I.A. & Samson, D.
(2018) PLoSOne 13(1): e0190295 PDF
Young children copy cumulative technological
design in the absence of action information. Reindl, E., Beck, S.R., Apperly,
I.A. & Tennie, C. (2017). Scientific Reports, 7, 1788. PDF
Using
perspective to resolve reference: the impact of cognitive load and motivation. Cane, J. E., Ferguson, H. J., Apperly, I. A.
(2017). Journal of Experimental Psychology: Learning, Memory, and
Cognition, 43(4), 591-610. PDF
Eye-tracking reveals the cost
of switching between self and other perspectives in a visual perspective-taking
task. Ferguson,
H.J., Apperly, I.A. & Cane, J. (2017) Quarterly Journal of Experimental
Psychology 70, 8, 1646-1660.. PDF
Just One Look: Direct Gaze Disrupts Visual
Working Memory. Wang, J.J. & Apperly, I.A.
(2017) Psychonomic Bulletin & Review 24(2), 393-399. PDF
Autism tendencies and psychosis proneness interactively modulate
saliency cost. Abu-Akel, A.,
Apperly, I.A., Wood, S., Hansen, P. & Mevorach,
C. (2017) Schizophrenia Bulletin, 23(1), 142-151. PDF
Individual differences in childrenŐs
representation of self and other in joint action. Milward, S.,
Kita, S. & Apperly, I.A. (2017). Child Development. 88(3), 964-978. PDF
Current knowledge on the role of the Inferior Frontal Gyrus in Theory of Mind - a response to Schurz
and Tholen (2016). Hartwright, C.E., Hansen, P. & Apperly I.A. (2016) Cortex.PDF
Autism and psychosis traits diametrically modulate the right temporo-parietal junction. Abu-Akel, A., Apperly, I., Wood, S., Hansen, P. (2016) Social
Neuroscience, 12 (5), 506-518. PDF
Structural Morphology in Resting State Networks
Predict the Effect of Theta Burst Stimulation in False Belief Reasoning. Hartwright, C.E., Hardwick, R., Apperly I.A., & Hansen,
P. (2016) Human Brain Mapping 37, 3502–3514. PDF
Cognitive Architecture of Belief
Reasoning in Children and Adults: A Primer On The Two-Systems Account. Low, J. Apperly, I.A., Butterfill, S.A. & Rakoczy,
H. (2016). Child
Development Perspectives 10(3) 184-189. PDF
Young children spontaneously invent wild great apesŐ tool-use
behaviours. Reindl, E.,
Beck, S.R., Apperly, I.A. & Tennie, C.
(2016). Proc. Royal Soc. London B 283: 20152402. PDF
Individual differences in childrenŐs innovative problem solving
are not predicted by divergent thinking or executive functions. Beck,
S.R., Williams, C., Cutting, N., Apperly, I.A., & Chappell, J. (2016). Phil. Trans.
B. 371: 20150190 PDF
Is Goal Ascription Possible in Minimal Mindreading? Butterfill, S. & Apperly I.A.
(2016). [Response to commentary on Apperly & Butterfill, 2009] Psychological Review, 123(2),
228–233. PDF
IŐve got your number: Spontaneous perspective-taking in
an interactive task. Surtees, A., Apperly, I.A. & Samson,
D. (2016). Cognition, 150 (43-52). PDF
Unintentional perspective-taking calculates
whether something is seen, but not how it is seen. Surtees, A. Samson, D.
& Apperly, I.A. (2016). Cognition, 146, 97-105. PDF
Language complexity modulates 8- and 10-year-olds' success at
using their theory of mind abilities in a communication task. Wang, J.J., Frisson, S.,
Ali, M. & Apperly, I.A. (2015).Journal of
Experimental Child Psychology. PDF
Altercentric interference in
level-1 visual perspective-taking reflects the
ascription of mental states, not sub-mentalising. Furlanetto, T., Becchio, C., Samson, D. & Apperly, I.A. (2016) Journal of Experimental Psychology: Human
Perception and Performance. PDF
Perspective-taking abilities in the balance
between autism tendencies and psychosis proneness. Abu-Akel, A., Wood, S., Hansen, P., Apperly, I. (2015). . Proc. Royal Soc. London B, (282), 1808. PDF
Is It Always Me First? Effects of
Self-Tagging on Third-Person Perspective-Taking. Mattan, P., Quinn, K.A.,
Apperly, I.A., Sui, J. & Rotshtein, P.
(2015) Journal of Experimental Psychology: Learning, Memory, and
Cognition 279 PDF
Task-constraints and semantic association facilitates perspective
use during discourse interpretation. Ferguson, H.J., Apperly,
I.A., Ahmad, J. & Bindermann, M. (2015). Cognition,
139, 50-70. PDF
The special case of self-perspective inhibition
in mental, but not non-mental, representation. Hartwright, C., Apperly, I.A.,
& Hansen, P.C. (2015) Neuropsychologia (67),
183–192. PDF
Is tool-making knowledge robust over time and across
problems? Beck, S.R., Cutting, N., Apperly, I.A., Demery,
Z. Iliffe, L., Rishi, S. & Chappell, J.
(2014) Frontiers in Psychology, 5, 1395. PDF
The Development of Co-representation Effects in a Joint Task: Do
Children Represent a Co-actor? Milward, S.,
Kita, S. & Apperly, I.A. (2014). Cognition.132 (3), 269-279 PDF
Why
CanŐt Children Piece Their Knowledge Together? The
Puzzling Difficulty of Tool Innovation. Cutting,
N., Chappell, J., Apperly, I.A. & Beck, S.R. (2014) Journal of Experimental
Child Psychology. PDF
Representation, Control or Reasoning? Distinct
Functions for Theory of Mind within the Medial Prefrontal Cortex. Hartwright, C., Apperly, I.A.,
& Hansen, P.C. (2013) Journal of Cognitive Neuroscience, 26(4), 683-698. PDF
The use of
embodied self-rotation for visual and spatial perspective-taking. Surtees, A., Apperly,
I.A. & Samson (2013). Frontiers in Cognition, 7, 698. PDF
Similarities and differences in visual and spatial
perspective-taking processes. Surtees, A., Apperly, I.A. & Samson, D. (2013). Cognition, 129(2)
426-438. PDF
Seeing it my
way or your way: Frontoparietal brain areas
sustain viewpoint-independent perspective selection processes. Ramsey, R., Hansen,
P.C., Apperly I.A & Samson, D. (2013).Journal of
Cognitive Neuroscience 25(5), 670-8. PDF
Developmental differences in the control of action selection
by social information. Dumontheil. I., Hillebrandt, H., Apperly, I.A. & Blakemore, S-J.
(2012) Journal of Cognitive Neuroscience.24(10), 2080-2095. PDF
Multiple
roles for executive control in belief-desire reasoning: Distinct neural
networks are recruited for self perspective inhibition
and complexity of reasoning. Hartwright, C., Apperly, I.A.,
& Hansen, P.C. (2012) Neuroimage(61(4), 921-930 . PDF
How
do novel response modes help 3- to 4-year-olds to act on rules that induce
response conflict? Carroll, D.J., Apperly, I.A, Riggs,K.J. & Graham, K. (2012). Cognitive
Development,112(3), 312-325. PDF
Tool
innovation may be a critical limiting step for the establishment of a rich
tool-using culture: a perspective from child development. Commentary
on Vaesen. Beck, S.R., Chappell, J., Apperly, I.A. & Cutting, N. (2012). Behavioural
and Brain Sciences, 34(4), 220.
Direct
and indirect measures of Level-2 perspective-taking in
children and adults. Surtees, A., Butterfill,
S. & Apperly, I.A. (2012). British Journal of Developmental
Psychology 30 (1), 75-86 PDF
Egocentrism
and automatic perspective-taking in children
and adults. Surtees, A. & Apperly, I.A. (2012). Child Development. 83
(2), 452–460.PDF
Sometimes
losing your self in space: spontaneous use of intrinsic and relative spatial
reference frames in children and adults. Surtees, A., Noordzij, M.L. & Apperly, I.A. (2012). Developmental Psychology.48(1), 185-191. PDF
The neural and cognitive time-course of theory of mind. McCleery, J.P., Surtees, A.,
Graham, K.A., Richards, J. & Apperly, I.A. (2011). Journal of Neuroscience.31(36): 12849 –12854 PDF
Repeating
words in sentences: effects of sentence structure. Wheeldon, L., Smith, M.C. &
Apperly, I.A. (2011). JEP:LMC. 37(5), 1051-1064.
Developmental continuity in theory of mind:
Speed and accuracy of belief-desire reasoning in children and adults. Apperly,I.A., Warren, F., Andrews, B.J., Grant, J. & Todd, S.
(2011). Child Development. 82(5), 1691-703. PDF
Cognitive Correlates of the
Out-of-Body-Experience (OBE) in the Psychologically Normal Population: Evidence
for an increased Role of Temporal-lobe Instability, Body-distortion Processing,
and impairments in Own-Body-Transformations. Braithwaite, J.J.,
Samson, D., Apperly, I.A., Boglia, E.,
& Hulleman, J. (2011) Cortex.
ChildrenŐs
Tool Innovation Difficulties: A Mental Flexibility Problem? Cutting,
N., Apperly, I.A. & Beck, S.R. (2011). Journal
of Experimental Child Psychology, 119, 301-306. PDF
Making
tools isnŐt childŐs play. Beck, S.R., Apperly,
I.A., Chappell, J., Guthrie, C. & Cutting, N. (2011). Cognition.119, 301-306. PDF
There
is more to mind reading than having theory of mind concepts: New directions in
theory of mind research. Samson, D. & Apperly, I.A. (2010). Infant and Child Development. 19,
443-454. PDF
Executive function is necessary for
perspective-selection, not Level-1 visual perspective-calculation: Evidence
from a dual-task study of adults. Qureshi, A.,
Apperly, I.A. & Samson, D. (2010). Cognition,
117(2), 230-236.PDF
Distinguishing intentions from desires:
contributions of the frontal and parietal lobes. Chiavarino, C., Apperly, I.A.
& Humphreys, G.W. (2010) Cognition, 117(2), 203-216. PDF
Taking perspective into account in a
communication task. Dumontheil, I., Kuster, O., Apperly, I.A. & Blakemore, S-J. (2010). Neuroimage 52(4) 1574-1583. PDF
Seeing
it their way: Evidence for rapid and involuntary computation of what other
people see. Samson, D., Apperly, I.A., Braithwaite, J. &
Andrews, B. (2010). Journal of Experimental Psychology: Human Perception
and Performance.36(5), 1255-1266. PDF
Two sources of evidence
on the non-automaticity of true and false belief ascription. Back, E., &
Apperly, I.A. (2010). Cognition, 115(1), 54-70. . PDF
Why are there limits on theory of mind
use? Evidence from adultsŐ ability to follow
instructions from an ignorant speaker. Apperly, I.A., Carroll,
D.J., Samson,D., Qureshi, A., Humphreys, G.W. & Moffatt, G.
(2010). Quarterly Journal of Experimental Psychology. PDF
Online
use of mental state inferences continues to develop in late adolescence. Dumontheil, I., Apperly, I.A.,
& Blakemore, S.J. (2010).Developmental Science, 13(2), 331-8. PDF
Two
routes to perspective: imagination and rule-use may be better than simulation
and theorising. Commentary on Mitchell et al. (2009). Apperly, I.A.
(2009). British Journal of Developmental Psychology. 27, 545-553 PDF
Frontal and parietal lobe involvement in the recognition of
pretence and intention. Chiavarino, C.,
Apperly, I.A. & Humphreys, G.W. (2009). Quarterly Journal
of Experimental Psychology.62(9), 1738-1756. PDF
How
do symbols affect 3- to 4-year-oldsŐ executive function? Evidence from a strategic reasoning task. Apperly, I.A &
Carroll, D.J., (2009). Developmental Science. 12(6), 1070-1082. PDF
The
effect of action goal hierarchy on the coding of object orientation in
imitation tasks: Evidence from patients with left parietal lobe damage. Chiavarino, C., Apperly, I.A.
& Humphreys, G.W. (2008). Cognitive Neuropsychology, 25)7-8), 1011-1026. PDF
The
cost of thinking about false beliefs: Evidence from adult performance on a
non-inferential theory of mind task. Apperly, I.A., Back, E., Samson, D. &
France, L. (2008). Cognition, 106, 1093-1108. PDF
Choosing
between two objects reduces 3-year-olds errors on a reverse-contingency test of
executive function. Carroll, D.J., Apperly, I.A & Riggs,K.J. (2007). Journal of
Experimental Child Psychology, 98(3), 184-192. PDF
Error
analyses reveal contrasting deficits in "theory of mind":
Neuropsychological evidence from a 3-option false belief task. Samson, D., Apperly,
I.A., & Humphreys, G.W. (2007). Neuropsychologia. 45(11), 2561-2569. PDF
Is
theory of mind understanding impaired in males with fragile X Syndrome? Grant,
C.M., Apperly, I.A. & Oliver, C. (2007). Journal
of Abnormal Child Psychology, 36(1) 17-28. PDF
Exploring
the functional and anatomical bases of mirror-image and
anatomical imitation: the role of the frontal lobes. Chiavarino, C., Apperly, I.A.
& Humphreys, G.W. (2007). Neuropsychologia, 45(4) 784-795. PDF
The
executive demands of strategic reasoning are modified by the way in which
children are prompted to think about the task: Evidence from 3-to
4-year-olds. Carroll, D.J., Apperly, I.A. & Riggs,K.J. (2007). Cognitive
Development, 22(1), 142-148. PDF
Testing
the domain-specificity of a theory of mind deficit in brain-injured patients:
evidence for consistent performance on non-verbal, 'reality-unknown' false
belief and false photograph tasks. Apperly, I.A., Samson,
D., Chiavarino, C., Bickerton,
W. & Humphreys, G.W. (2007). Cognition, 103,
300-321. PDF
Intact
1st and 2nd order false belief reasoning in a patient with severely impaired
grammar. Apperly, I.A., Samson, D., Carroll,
N., Hussain, S., & Humphreys, G.W. (2006). Social Neuroscience, Special issue on theory of mind, 1(3-4),
334-348. PDF
Children's
Sensitivity to Their Own Relative Ignorance: Handling of Possibilities Under
Conditions of Epistemic and Physical Uncertainty. Robinson, E.J., Rowley,
M.J., Beck, S.R., Carroll, D.J., & Apperly, I.A. (2006) Child
Development 77(6), 1642-1655. PDF
Is
belief reasoning automatic? Apperly, I.A., Riggs, K.J., Simpson, A., Samson, D.,
& Chiavarino, C. (2006). Psychological Science.17(10) 841-844 PDF
ChildrenŐs thinking about
counterfactuals and future hypotheticals as possibilities. Beck,
S.R., Robinson, E.J., Carroll, D.J., & Apperly, I.A. (2006). Child
Development 77(2), 413-426 PDF
Seeing
it my way: A case of selective deficit in inhibiting self-perspective.Samson, D., Apperly,
I.A., Kathirgamanathan, U. & Humphreys, G.W.
(2005). Brain. 128, 1102-1111. PDF
Frontal
and temporo-parietal lobe contribution to Theory
of Mind: Neuropsychological evidence from a false belief task with reduced
language and executive demands. Apperly, I.A., Samson,
D., Chiavarino, C. & Humphreys, G.W. (2004). Journal
of Cognitive Neuroscience 16(10) 1773-1784 PDF
Three-
to four-year-oldsŐ recognition that symbols have a stable meaning: Pictures are
understood before written words. Apperly, I.A., Williams, E. &
Williams, J. (2004). Child
Development, 75(5) 1510-1522. PDF
The
left temporo-parietal junction is necessary for
representing someone elseŐs belief. Samson, D., Apperly, I.A., Chiavarino, C. & Humphreys, G.W. (2004) Nature Neuroscience, 7(5) 449-500. PDF (Supp. methods)
False
belief reasoning and the acquisition of relative clause sentences. Smith,
M., Apperly, I.A. & White, V. (2003) Child Development 74(6)
1709-1719 PDF
When
can children handle referential opacity? Evidence for systematic
variation in 5-6 year old childrenŐs reasoning about beliefs and belief
reports. Apperly, I.A. & Robinson, E.J. (2003). Journal of
Experimental Child Psychology 85(4) 297-311 PDF
Five year oldsŐ handling of reference and description in the
domains of language and mental representation. Apperly, I.A.
& Robinson, E.J. (2002). Journal of Experimental Child
Psychology, 83(1), 53-75 PDF
When
can children handle referential opacity? Evidence for
systematic variation in 5-6 year old childrenŐs reasoning about beliefs and
belief reports. Apperly, I.A. & Robinson, E.J. (2003).
Journal of Experimental Child Psychology 85(4) 297-311 PDF
Five year oldsŐ handling of reference and description in the
domains of language and mental representation. Apperly, I.A.
& Robinson, E.J. (2002). Journal of Experimental Child Psychology, 83(1),
53-75 PDF
ChildrenŐs difficulties handling dual identity. Apperly, I.A.,
& Robinson, E.J. (2001). Journal of Experimental
Child Psychology, 78, 374-397. PDF
Problems
with partial representations explain childrenŐs related difficulties with
ambiguous messages and referentially opaque contexts. Robinson, E.J. &
Apperly, I.A. (2001). Cognitive Development. 16(1), 595-615. PDF
ChildrenŐs mental representation of referential relations. Apperly, I.A., &
Robinson, E.J. (1998). Cognition, 67,287-309. PDF
AdolescentsŐ
and adultsŐ views about the evidential basis for beliefs: Relativism and
determinism re-examined. Robinson, E.J.Apperly,
I.A. (1998). Developmental Science, 1 279-290. PDF
Thesis:
Children's mental representation of referential relations: Representational
partitioning and 'theory of mind'. University of
Birmingham, 1999. Supervised by Prof. Elizabeth
Robinson. PDF.