Please enable javascript to view this page in its intended format.

Queen's University

    Early Experience Lab


    Research Team



    Contact Us!


    Contact us at


    Tahiroglu, D., Moses, L. J., Carlson, S. M., Olafson, E., Mahy, C.E.V. & Sabbagh, M. A. (2014).  The Children’s Social Understanding Scale:  Construction and validation of a parent-report measure for assessing  individual differences in children’s theories of mind. Developmental  Psychology, 50(11), 2485-2497.

    Benson Mo, S., Su, Y., Sabbagh, M. A., & Xiu, J. (2014).  Sentential complements and false belief understanding in Chinese Mandarin-speaking preschoolers: A training study. Cognitive Development .

    Koenig, M. & Sabbagh, M.A. (2013). Selective social learning: New perspectives on learning from others. Developmental Psychology, 49, 399-403.
    Henderson, A.M.E., Sabbagh, M.A., & Woodward, A.L. (2013). Preschoolers' selective learning has a basis in socio-cultural relevance, Cognition.
    Benson, J.E., Sabbagh, M.A., Carlson, S.M. & Zelazo, P.D. (2013). Individual differences in executive functioning predict preschoolers improvement from theory-of-mind training, Developmental Psychology.

    Akhtar, N., Menjivar, J., Hoicka, E. & Sabbagh, M. A. (2012). Learning foreign labels from a foreign speaker: The role of (limited) exposure to a second languageJournal of Child Language, 39, 1135-1149.

    Lackner, C. L., Sabbagh, M. A., Hallinan, E., Liu, X., & Holden, J. J. E. (2012) Dopamine receptor D4 gene variation predicts preschoolers’ developing theory of mindDevelopmental Science, 15, 272- 280.
    Harkness, K. L., Jacobson, J. A., Sinclair, B., Chan, E., & Sabbagh, M. A. (2012). For love or for money? What motivates people to know the minds of others. Cognition and Emotion, 26, 272-280.
    Harkness, K. L., Washburn, D., Theriault, J., Lee, L., & Sabbagh, M. A. (2011). Maternal history of depression is associated with enhanced theory of mind in depressed and nondepressed adult womenPsychiatry Research, 189, 91-96.

    Harkness, K. L., Jacobson, J. A., Duong, D. & Sabbagh, M. A. (2010). Mental state decoding in remitted major depression: Effects of sad versus happy mood inductionCognition and Emotion, 24, 497-513. 

    Lackner, C. L., Bowman, L. C. & Sabbagh, M. A. (2010) Dopaminergic functioning and preschoolers’ theory of mind Neuropsychologia, 48, 1767-1774.
    Sabbagh, M. A, Hopkins, S. F. R., Benson, J. E., & Flanagan, J. R. (2010). Conceptual change and preschoolers‘ theory of mind: Evidence from load-force adaptationNeural Networks.
    Henderson, A. M. E. & Sabbagh, M. A. (2010). Parents use of conventional and unconventional labels in conversations with their preschoolersJournal of Child Language, 37, 793-816.
    Liu, D., Sabbagh, M. A., Gehring, W. J, & Wellman, H. M. (2009). Neural correlates of theory of mind reasoning in adults and childrenChild Development, 80, 318-326.  
    Sabbagh, M. A., Bowman, L. C., Evraire, L. & Ito, J. M. B. (2009). Neurodevelopmental bases of preschoolers’ theory-of-mind developmentChild Development, 80, 1147-1162.  
    Sabbagh, M. A. & Shafman, D. (2009). How children block learning from ignorant speakers. Cognition, 112, 415-422.  
    Saylor, M. M., Sabbagh, M. A., Fortuna, A., & Troseth, G. (2009). Preschoolers use speakers‘ preferences to learn wordsCognitive Development, 24, 125-132.
    Benson, J. E., Sabbagh, M. A. (2009). Theory of mind and executive functioning: A developmental neuropsychological approach. In P. Zelazo, E. Crone, & M. Chandler (Eds.). Developmental social cognitive neuroscience.

    Baldwin, D. A., Loucks, J. & Sabbagh, M. A. (2008). Pragmatics of human action . In T. F. Shipley and J. Zacks (Eds.), Understanding Events: How humans see, represent and act on events.

    Liu, D., Wellman, H. M., Tardif, T., & Sabbagh, M. A. (2008). Theory of mind development in Chinese children: A meta-analysis of false-belief understanding across languages and cultures.  Developmental Psychology, 44, 523-531.  
    Sabbagh, M. A. & Seamans, E. L. (2008). Intergenerational transmission of theory-of-mind. Developmental Science, 11, 354-360.
    Kalish C. W. & Sabbagh, M. A. (2007). Conventionality and cognitive development: Learning to think the right wayNew Directions for Child and Adolescent Development, 115, 1-9.  
    Moses, L. J. & Sabbagh, M. A. (2007). Interactions between domain specific and domain general processing in the development of children's theory of mind. In M. J. Roberts (Ed.) Integrating the mind: Domain general versus domain specific processes in higher cognition (pp. 275-291). New York: Psychology Press.  
    Sabbagh, M. A. & Henderson, A. M. E. (2007). How an appreciation of conventionality shapes early word learningNew Directions for Child and Adolescent Development, 115, 25-38.

    Sabbagh, M. A. (2006). Neurocognitive bases of preschoolers' theory-of-mind development: Integrating cognitive neuroscience and cognitive development. In  P. Marshall & N. Fox (Eds.). The Development of Social Engagement: Neurobiological Perspsectives. Oxford: Oxford University Press.

    Sabbagh, M. A., Henderson, A. M. E. & Baldwin, D. A. (2006). What infants' understanding of referential intentions tells us about the neuro-cognitive underpinnings of word learning. In R. Flom, K. Lee, & D. Muir (Eds),  Gaze-Following: Its development and significance (pp. 171-192). Mahwah, NJ: Erlbaum.  
    Sabbagh, M. A., Moses, L. J., & Shiverick, S. M. (2006). Executive functioning and preschoolers' understanding of false beliefs, false photographs, and false signsChild Development, 77, 1034-1049.  
    Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., Lee, K., (2006). Executive functioning and theory of mind in preschool children from Beijing, China: Comparisons with U.S. preschoolersPsychological Science,  17, 74-81.
    Sabbagh, M. A. & Flynn, J. (2006). Mid-frontal EEG alpha asymmetries predict individual differences in one aspect of theory of mind: Mental state decoding.  Social Neuroscience, 1, 299-308.  

    Harkness, K. L., Sabbagh, M. A., Jacobson, J. A., Chowdrey, N., & Chen, T. (2005).  Sensitivity to subtle social information in dysphoric college students: Evidence for an enhanced theory of mind. Cognition and Emotion, 19, 999-1026. (order of 1st two authors is alphabetical).

    Lee, L., Harkness, K. L., Sabbagh, M. A., & Jacobson, J. A. (2005). Mental state decoding abilities in clinical depressionJournal of Affective Disorders, 86, 247-258.
    Moses, L. J., Carlson, S. M., & Sabbagh, M. A. (2005). On The Specificity of the Relation between Executive Function and Children's Theories of Mind. In W. Schneider, R. Schumann-Hengsteler & B. Sodian (Eds.), Young Children's Cognitive Development: Interrelationships among Executive Functioning, Working Memory, Verbal Ability, and Theory of Mind(pp. 131-145). Mahwah, NJ: Erlbaum.
    Sabbagh, M. A., & Baldwin, D. A. (2005). Understanding the role of perspective taking young children's word learning. In N. Eilan, C. Hoerl, T. McCormack, & J. Roessler (Eds.). Joint Attention: Communication and other minds. Oxford: Oxford University Press.

    Callanan, M. A. & Sabbagh, M. A. (2004). Multiple labels in conversations between young children and their mothers. Developmental Psychology, 40, 746-763.

    Sabbagh, M. A. (2004). Recognizing and reasoning about mental states: Understanding orbitofrontal contributions to theory of mind and autismBrain and Cognition, 55, 209-219.  

    Liu, D., Sabbagh, M. A., Gehring, W. J., & Wellman, H. M. (2004). Decoupling beliefs from reality in the brain: An ERP study of theory of mindNeuroReport. 15, 991-995.  
    Saylor, M. M., Baldwin, D. A., Sabbagh, M. A. (2004). Coordinating multiple sources of information in word learning .  In G. Hall; S. Waxman (Eds.)  Weaving a Lexicon. Cambridge, MA: MIT Press.  
    Saylor, M. M. & Sabbagh, M. A. (2004). Different kinds of information affect word learning in the preschool years: The case of part-term learningChild Development, 75, 395-408.
    Sabbagh, M. A., Moulson, M., Harkness, K. L. (2004). Neural correlates of mental state recognition in human adults: An ERP study .   Journal of Cognitive Neuroscience, 16, 415-426.
    2003 and Earlier

    Sabbagh, M. A., Wdowiak, S. & Ottaway, J. M. (2003). Do word learners ignore ignorant speakers? Journal of Child Language, 30, 905-924.

    Saylor, M. M., Sabbagh, M. A., & Baldwin, D. A. (2002). Children use implicit contrast as a pragmatic cue to word meaning.  Developmental Psychology, 38, 993-1103.
    Sabbagh, M. A. & Baldwin, D. A. (2001). Learning words from knowledgeable versus ignorant speakers: Links between preschoolers’ theory of mind and semantic developmentChild Development, 72, 1054-1070.
    Sabbagh, M. A. & Gelman, S. A. (2000). Buzzsaws and Blueprints: What children need (or don’t need) to learn languageJournal of Child Language, 22, 715-726. Followed by commentary and response.
    Sabbagh, M. A.Taylor, M. (2000). Neural correlates of theory of mind reasoning in adults: An event-related potential studyPsychological Science, 11, 46-50.
    Callanan, M. A., Cervantes, C. A., Sabbagh, M. A. (1999). Conversation and conceptual development: Challenges, alternatives and future directions.  Human Development, 42 , 356-361.
    Sabbagh, M. A. (1999). Communicative intentions and language: Evidence from right hemisphere damage and autism.  Brain and Language, 70, 29-69.
    Sabbagh, M. A. & Clegg, B. A. (1999). Some costs of assimilating data to the implicit/explicit distinction.  Behavioral and Brain Sciences, 22, 783-784.
    Sabbagh, M. A. & Callanan, M. A. (1998). Metarepresentation in action: Children’s theories of mind developing and emerging in parent-child conversations.  Developmental Psychology, 34, 491-502.
    Taylor, M. & Sabbagh, M. A. (1996). Review of Children Talk About the Mind.  Merrill-Palmer Quarterly, 42, 612-619.

    Kingston, Ontario, Canada. K7L 3N6. 613.533.2000