scholarly journals The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years

2021 ◽  
Author(s):  
Christopher Osterhaus ◽  
Susanne Koerber
2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott

Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of cognitive and affective ToM. 151 children aged between 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their child’s empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM, but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.


2012 ◽  
Vol 18 (1) ◽  
pp. 21-24 ◽  
Author(s):  
Rwei-Ling Yu ◽  
Ruey-Meei Wu ◽  
Ming-Jang Chiu ◽  
Chun-Hwei Tai ◽  
Chin-Hsien Lin ◽  
...  

2017 ◽  
Vol 56 ◽  
pp. 145-156 ◽  
Author(s):  
Marta Białecka-Pikul ◽  
Anna Kołodziejczyk ◽  
Sandra Bosacki

1995 ◽  
Vol 7 (3) ◽  
pp. 515-528 ◽  
Author(s):  
Shirley McGuire ◽  
Judy Dunn ◽  
Robert Plomin

AbstractResearchers have examined links between maternal differential treatment of siblings and children's adjustment; however, little is known about the longitudinal nature of these associations. The goal of this study was to examine the relationship between maternal differential treatment of the siblings, direct parenting of older siblings, and older siblings' behavior problems across middle childhood. Eighty-two families were interviewed twice in their homes when the siblings averaged 4.7 and 7.7 years of age and, again when they averaged 7.9 and 10.5 years of age. Mothers completed questionnaires about parenting and older siblings' adjustment during the summer after the older siblings' 7th and 11th birthdays. Teachers completed questionnaires about the older siblings' adjustment and returned them through the mail. There was significant stability in the mothers' reports of differential treatment and significant associations between mothers' reports of maternal differential discipline and differential attention and mothers' and teachers' reports of older siblings' externalizing problems across time. Direct parenting measures were not correlated with differential treatment or older siblings' behavior problems across time.


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