“…In the last two decades, various lines of inquiry have demonstrated that social input enriched with mental state discourse advances children's ToM development. Such inquiries include mental state discourse training in classrooms (e.g., Lecce et al, 2014), conversational environment of deaf children (e.g., Peterson and Siegal, 1995), and family characteristics including maternal sensitivity (e.g., Meins et al, 2003), content, and quality of family conversation (e.g., Jenkins et al, 2003), and sibling relationship (e.g., Hughes et al, 2010). In the case of schooling experience, Flavell (1987) claimed 30 years ago that the epistemic discourse in teaching and learning context could be a “hotbed” (p. 27) for the acquisition of false belief understanding.…”