From the external to the internal

Liu, Yanchun; Wang, Yijie; Luo, Rufan; Su, Yanjie

doi:10.1177/0165025414562484

Cited by 16 publications

(3 citation statements)

References 49 publications

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“…Moreover, mothers' behavioral talk contributes to Chinese preschoolers' ToM (Liu et al, 2016;Lu et al, 2008), whereas mothers' mental state talk is a strong correlate of Western children's false belief understanding (Adrian et al, 2005;Peterson & Slaughter, 2003).…”

Section: Affective Tom In Mainland Chinese and Australian Childrenmentioning

confidence: 97%

“…Therefore, the gap in affective ToM might reflect a difference in cultural values whereby in the Chinese culture, individuals' external behaviors and self-control are more highly valued while personal internal mental states are suppressed because they may be socially diverse and do not fit in with the social group (Liu et al, 2016;Markus & Kitayama, 1991).…”

Section: Affective Tom In Mainland Chinese and Australian Childrenmentioning

confidence: 99%

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A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China

Wang

Andrews

Pendergast

et al. 2021

Journal of Cognition and Development

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To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on pre-schoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to: examine the one-factor versus two-factor structure and measurement invariance of Strange Stories across two cultures; use the verified invariant model of Strange Stories to compare children's cognitive and affective ToM across two cultures; and finally, to investigate correlates of individual differences on Strange Stories crossculturally. Multiple-groups confirmatory factor analysis revealed the measurement invariance of a two-factor model of Strange Stories (cognitive and affective) in both groups. The results revealed that mainland Chinese children had an equal performance on cognitive ToM stories and poorer performance on affective ToM stories compared to their Australian counterparts. Cultural differences in the factors related to individual differences of ToM. The number of older siblings was a positive predictor of mainland Chinese school-aged children's cognitive ToM, and contrarily was a negative predictor in the Australian sample. The findings confirm that Strange Stories is a reliable measure for evaluating ToM in school-aged children from mainland China and Australia and highlights the importance of considering the cognitive and affective aspects of ToM in cross-cultural comparison.

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Section: Affective Tom In Mainland Chinese and Australian Childrenmentioning

confidence: 97%

Section: Affective Tom In Mainland Chinese and Australian Childrenmentioning

confidence: 99%

A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China

Wang

Andrews

Pendergast

et al. 2021

Journal of Cognition and Development

View full text Add to dashboard Cite

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“…Similar to Iranian parents, Chinese parents tend to adopt authoritarian parenting strategies (similar to "boss"), which emphasize interpersonal harmony and displaying obedience to authority figures, but discourage expressing personal opinions (Liu et al, 2016;Hou et al, 2019). However, due to the implementation of the "One-Child Policy" in China for more than 30 years, no study has focused on the impact of siblings on the development of Chinese children's ToM.…”

Section: The Special Impact Of Cultural Backgroundmentioning

confidence: 99%

A Reciprocal and Dynamic Development Model for the Effects of Siblings on Children’s Theory of Mind

et al. 2020

Self Cite

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In the field of social influences on Theory of Mind (ToM), more research has focused on the role of parents, but less research has examined the impact of siblings on children's social understanding. We review existing research related to what factors might affect sibling-ToM association and how these potential factors affect ToM. Based on the literature review, we propose an integrative model that unites three categories of factors (i.e., sibling structural variables, sibling individual variables, parental intervening variables) that might have effects on the sibling-ToM association and highlights mental-state talks during sibling interactions at the intersection of sibling-related variables and ToM. Furthermore, we propose some issues arising from this review that need to be clarified in future studies. Specifically, we hope to clarify the specific effects of older and younger siblings on children's understanding of human minds, the similarities and differences of sibling-ToM association under different cultural backgrounds, and the impact of family social disadvantage (e.g., lower SES) on the sibling-ToM association. All these works would benefit from the verification, revision, and expansion of our reciprocal influence model for the sibling-ToM association.

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Preschool children and young adults' preferences and expectations for helpers and hinderers

Hinten

Labuschagne

Boden

et al. 2018

Infant and Child Development

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Several studies suggest infants and young children prefer prosocial over antisocial individuals and expect individuals will selectively approach prosocial rather than antisocial others. There is, however, confusion regarding (a) the methods used to assess preference versus those used to assess expectations and (b) the interpretation of previous studies. In the current study, utilizing eye-tracking technology, we dissect children and young adults' preferences and expectations after watching the hill paradigm, in which one character (the Helper) helps a protagonist ascend a hill whereas another character (the Hinderer) prevents the protagonist from doing so.Neither children nor young adults displayed a looking preference for the Helper over the Hinderer. With respect to expectations, children shown an animation in which the protagonist approached itsHelper looked significantly longer than children shown an animation in which it approached its Hinderer, whereas young adults' looking times were comparable across the two scenarios. We argue longer looking time to the Helper-approach animation may reflect that children expect the Helper to move in concert/coordination with the protagonist and are surprised when this does not occur. We discuss our findings in relation to arguments about boundaries between different techniques used to measure preferences versus expectations in developmental research. Highlights• We address whether clear boundaries exist between developmental paradigms that aim to test preferences, predictions, and expectations.• Eye tracking was used to collect data on children's and young adult's looking behaviour on a commonly used paradigm in social evaluation research.• We demonstrate that measures of preferences, predictions, and expectations can be extracted from a single paradigm and, therefore, that the boundaries between paradigms are far from clear cut.

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From the external to the internal

Cited by 16 publications

References 49 publications

A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China

A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China

A Reciprocal and Dynamic Development Model for the Effects of Siblings on Children’s Theory of Mind

Preschool children and young adults' preferences and expectations for helpers and hinderers

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