Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model

Weimer, Amy A.; Warnell, Katherine Rice; Ettekal, Idean; Cartwright, Kelly B.; Guajardo, Nicole R.; Liew, Jeffrey

doi:10.1016/j.dr.2020.100945

Cited by 54 publications

(50 citation statements)

References 188 publications

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“…The findings showed that differential prediction by hot versus cool EF depended on the functional outcome being investigated and whether composite or individual EF measures were employed. ToM did not mediate the relationships between EF and functional outcomes in the current study so in this sense our findings do not support the framework proposed by Weimer et al (2021). However, ToM did make an independent contribution to the prediction of two functional outcomes, as discussed further below.…”

Section: Discussioncontrasting

confidence: 90%

“…The main purpose of the current research was to examine the relations between cool and hot EF on the one hand and the functional outcomes of intelligence (fluid, crystallized), academic achievement (word reading, numerical operations), and social competence (peer problems, prosocial behavior) on the other hand. The research is based on the framework proposed by Weimer et al (2021), which is based on their extensive review of existing research. The model integrates the constructs of selfregulation (including cool EF and hot EF), theory of mind (ToM) and functional outcomes, such as those examined in the current research.…”

Section: Efs and Important Functional Outcomesmentioning

confidence: 99%

“…In the model proposed by Weimer et al (2021), EF is a component of self-regulation. Selfregulation within social settings is important for the development of social competence (Green & Rechis, 2006).…”

Section: Ef and Social Competencementioning

confidence: 99%

See 2 more Smart Citations

Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood

Wilson

Hogan

Wang

et al. 2021

Developmental Neuropsychology

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This study examined whether hot and cool executive functions (EFs) differentially predicted functional outcomes and the independent and mediating roles of theory of mind (ToM). 126 children completed tests of hot and cool EF, ToM, intelligence, and academic achievement. Parents completed questionnaires of peer problems and prosocial behavior. Hot and cool EFs differentially predicted intelligence and academic achievement, supporting a hot-cool distinction. ToM predicted word reading and prosocial behavior but did not mediate any associations between EF and functional outcomes. Findings contribute to current understandings of EF and its relationship with functional outcomes in middle childhood.

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Section: Discussioncontrasting

confidence: 90%

Section: Efs and Important Functional Outcomesmentioning

confidence: 99%

See 1 more Smart Citation

Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood

Wilson

Hogan

Wang

et al. 2021

Developmental Neuropsychology

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“…versus expositiva) en su relación con ToM en monolingües (Weimer et al, 2021) y, a nuestro saber, inexistente en bilingües. Dado que las poblaciones de estudiantes bilingües hispanohablantes en Estados Unidos tienen dificultades de comprensión lectora, en parte relacionadas con dificultades asociadas con la comprensión oral, la exploración de ToM con estas variables es de interés por su posible rol empírico, así como por sus implicancias para la enseñanza de la lectura en el aula.…”

Section: Introductionunclassified

“…Las primeras investigaciones sobre ToM se centraron en estudios de niños dentro del espectro autista (Baron-Cohen, 1989Baron-Cohen, Leslie & Frith, 1985;Leslie, 1987;Leslie & Frith, 1988;Wulff, 1985) y fueron seguidas por investigaciones con niños neurotípicos, enmarcadas principalmente en la etapa inicial de su desarrollo (Miller, 2012), especialmente en las edades preescolares de 3 a 5 años. El estudio de ToM en edades de escuela primaria es más limitado (Hughes & Devine, 2015) y la investigación empírica de ToM en poblaciones bilingües con respecto a su lectura es aún menor (Weimer et al, 2021). De hecho, es aún más escasa la investigación que desagregue subcomponentes o tipos de lectura (por ejemplo, literal versus inferencial o narrativa…”

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La importancia de la Teoría de la Mente en la comprensión oral y comprensión lectora en estudiantes bilingües emergentes

Barber

Jofré

Klauda

2021

PEL

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La Teoría de la Mente (ToM, por sus siglas en inglés) como aspecto relevante en el desarrollo socio-cognitivo ha sido ampliamente estudiada. Algunos resultados han sugerido una ventaja de los niños bilingües en el desarrollo de ToM respecto a sus pares monolingües. No obstante, la investigación sobre su rol predictivo en el desempeño en comprensión oral y lectora en estudiantes de primaria es menor. Este estudio evaluó una muestra de 84 niños bilingües emergentes, hispanohablantes, de tercer a quinto grado para identificar el rol predictivo de ToM en su comprensión oral y lectora en inglés, su segunda lengua, controlando por grado, vocabulario e identificación de palabras. ToM fue medida con una prueba de evaluación de intenciones, creencias y perspectivas de otros y con reconocimiento de emociones mediante expresiones faciales. Se emplearon pruebas estandarizadas de comprensión oral y lectora de pasajes. Los análisis de correlaciones bivariadas y regresión lineal jerárquica entre ToM y cada uno de los tipos de comprensión indicaron una predicción de ToM en ambos, controlando por grado, identificación de palabras y vocabulario. Esto destaca el rol de ToM en la oralidad y lectura de estudiantes bilingües emergentes y enfatiza su importancia para la enseñanza de la lectura en esta población

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Children's shyness and physiological arousal to a peer's social stress

Poole

Sosa‐Hernandez

Green

et al. 2023

Developmental Psychobiology

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Previous work has shown that children's shyness is related to personal anxiety during social stress, but we know little about how shyness is related to anxiety during a peer's social stress. Children (M age = 10.22 years, SD = 0.81, N = 62) were paired with an unfamiliar peer and engaged in a speech task while electrocardiography was recorded. We modeled changes in children's heart rate, a physiological correlate of anxiety, while they observed their peer prepare and deliver a speech. Results revealed that the observing child's shyness related to increases in their heart rate during their peer's preparation period, but modulation of this arousal was sensitive to the presenting peer's anxious behavior while delivering their speech. Specifically, if the presenting child displayed high levels of anxious behavior, the observing child's shyness was related to further increases in heart rate, but if the presenting child displayed low levels of anxious behavior, the observing child's shyness was related to decreases in heart rate from the preparation period. Shy children may experience physiological arousal to a peer's social stress but can regulate this arousal based on social cues from the peer, which may be due to heightened social threat detection and/or empathic anxiety.

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Correlates and antecedents of theory of mind development during middle childhood and adolescence: An integrated model

Cited by 54 publications

References 188 publications

Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood

Relations between Executive Functions, Theory of Mind, and Functional Outcomes in Middle Childhood

La importancia de la Teoría de la Mente en la comprensión oral y comprensión lectora en estudiantes bilingües emergentes

Children's shyness and physiological arousal to a peer's social stress

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