Abstract
AbstractMentalizing—the ability to represent or infer the mental states of others—continues to develop into and throughout adolescence. Increased mentalizing sophistication during adolescence is thought to support the navigation of increasingly complex social relationships and contexts. However, developmental science has yet to aggregate the seemingly disparate findings from research relating mentalizing to functional outcomes, such as internalizing mental health concerns, into clear and comprehensive theories that explain individual variability during adolescence. In this review, we describe approaches that have been used to measure mentalizing during adolescence and propose a methodological framework to measure mentalizing as a multi‐dimensional process that continues to develop as a response to the environment during adolescence.
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