P
Peter Mitchell
Researcher at University of Nottingham
Publications - 128
Citations - 6381
Peter Mitchell is an academic researcher from University of Nottingham. The author has contributed to research in topics: Autism & Theory of mind. The author has an hindex of 39, co-authored 127 publications receiving 6016 citations. Previous affiliations of Peter Mitchell include University of Bradford & University of Birmingham.
Papers
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Journal ArticleDOI
The potential of virtual reality in social skills training for people with autistic spectrum disorders
Sarah Parsons,Peter Mitchell +1 more
TL;DR: Virtual reality technology may be an ideal tool for allowing participants to practise behaviours in role-play situations, whilst also providing a safe environment for rule learning and repetition of tasks.
Journal ArticleDOI
Cognitive theories of autism
TL;DR: In this paper, the authors consider three theories of autism: The Theory of Mind Deficit, Executive Dysfunction and the Weak Central Coherence accounts, along with studies relevant to their emergence, their expansion, their limitations and their possible integration.
Journal ArticleDOI
Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders.
TL;DR: Six teenagers with Autistic Spectrum Disorders experienced a Virtual Environment of a café and watched three sets of videos of real cafés and buses and judged where they would sit and explained why, demonstrating the potential of Virtual Reality for teaching social skills.
Book
Children's Early Understanding of Mind: Origins and Development
Charlie Lewis,Peter Mitchell +1 more
TL;DR: A.P. Mitchell, C.C.Hutton, P.L. Harris, A. A. Lillard, J. J. Dunn, M. M. Wellman, K. E. Robinson, What People Say, What They Think, and What Is Really the Case: Children's Understanding of Utterances as Sources of Knowledge as mentioned in this paper.
Journal ArticleDOI
Children's early understanding of false belief
Peter Mitchell,Hazel Lacohée +1 more
TL;DR: 3-year-olds' understanding of the representational capability of the mind is investigated by examining whether they would acknowledge that they had entertained a wrong belief, and the posting task made it possible for children simultaneously to focus on physical reality and acknowledge false belief.