Individual differences in false belief understanding are stable from 3 to 6 years of age and predict children’s mental state talk with school friends

Hughes, Claire; Ensor, Rosie; Marks, Alex

doi:10.1016/j.jecp.2010.07.012

Cited by 61 publications

(59 citation statements)

References 79 publications

(81 reference statements)

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“…In other words, over and above immediate sociocognitive influences, early individual differences in children's theory of mind performance appear to show developmental associations with sensitivity to criticism and academic achievement. This conclusion converges with the results from other studies that also highlight the importance of distal (rather than proximal) effects of theory of mind on diverse outcome measures, including sensitivity to criticism , popularity (Banerjee et al, in press), quality of talk with friends (Hughes, Ensor, & Marks, 2011), and (for older children) metacognition . How should such distal associations be explained?…”

Section: Preschool Theory Of Mind Predicts Sensitivity To Criticismsupporting

confidence: 89%

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?

Lecce

Caputi

Hughes

2011

Journal of Experimental Child Psychology

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Section: Preschool Theory Of Mind Predicts Sensitivity To Criticismsupporting

confidence: 89%

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?

Lecce

Caputi

Hughes

2011

Journal of Experimental Child Psychology

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“…We assessed children's understanding of mental states using four separate tasks which have previously shown good psychometric properties [3,39].…”

Section: Theory Of Mindmentioning

confidence: 99%

“…Individual differences in the rate at which children acquire a theory of mind appear important for children's success at school [1,2] and for relationships with friends (e.g., [3]) and peers [4,5]. However, the lion's share of research on individual differences in children's understanding of mind has focused on the origins of individual differences.…”

Section: Introductionmentioning

confidence: 99%

Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance

Hughes

Devine

Ensor

et al. 2014

Child Development Research

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Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender-and verbal ability-matched 5-to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.

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“…Theory of Mind development relies on social perceptual skills in order to recognize and attribute mental or emotional states as well as more complex social conceptual reasoning that involves inference on how these internal states are causally related to overt behavior [12]. Theory of Mind develops in tandem with other cognitive and linguistic skills [13], and poor performance on ToM tasks is often found in children with disorders of communication and behavior [14]. Assessment of ToM may provide additional explanation for the communication and behavioral problems in children with epilepsy beyond measures of more general nonsocial cognitive or language functions.…”

Section: Introductionmentioning

confidence: 99%

Impaired performance on advanced Theory of Mind tasks in children with epilepsy is related to poor communication and increased attention problems

Lunn

Lewis

Sherlock

2015

Epilepsy & Behavior

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Children with epilepsy (CWE) have social difficulties that can persist into adulthood, and this could be related to problems with understanding others' thoughts, feelings, and intentions. This study assessed children's ability to interpret and reason on mental and emotional states (Theory of Mind) and examined the relationships between task scores and reports of communication and behavior. Performance of 56 CWE (8-16years of age) with below average IQ (n=17) or an average IQ (n=39) was compared with that of 62 healthy controls with an average IQ (6-16years of age) on cognition, language, and two advanced Theory of Mind (ToM) tasks that required children to attribute mental or emotional states to eye regions and to reason on internal mental states in order to explain behavior. The CWE-below average group were significantly poorer in both ToM tasks compared with controls. The CWE - average group showed a significantly poorer ability to reason on mental states in order to explain behavior, a difference that remained after accounting for lower IQ and language deficits. Poor ToM skills were related to increased communication and attention problems in both CWE groups. There is a risk for atypical social understanding in CWE, even for children with average cognitive function.

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Individual differences in false belief understanding are stable from 3 to 6 years of age and predict children’s mental state talk with school friends

Cited by 61 publications

References 79 publications

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?

Does sensitivity to criticism mediate the relationship between theory of mind and academic achievement?

Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance

Impaired performance on advanced Theory of Mind tasks in children with epilepsy is related to poor communication and increased attention problems

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