Family influences on theory of mind in middle childhood

2021 ◽  
pp. 101-121
Author(s):  
Sarah Foley ◽  
Claire Hughes
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Family Influences

The Mediating Effect of Language on the Development of Cognitive and Affective Theory of Mind

2020 ◽  
Author(s):  
Felicity J Bigelow ◽  
Gillian M Clark ◽  
Jarrad Lum ◽  
Peter Gregory Enticott
Keyword(s):  
Theory Of Mind ◽  
Social Functioning ◽  
Middle Childhood ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Language Abilities ◽  
Language Assessments ◽  
Empathic Ability ◽  
The Relationship

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.

scholarly journals Theory of mind and executive function during middle childhood across cultures

2016 ◽  
Vol 149 ◽  
pp. 6-22 ◽  
Author(s):  
Zhenlin Wang ◽  
Rory T. Devine ◽  
Keri K. Wong ◽  
Claire Hughes
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
Middle Childhood

Reprint of “Biological motion perception links diverse facets of theory of mind during middle childhood”

2016 ◽  
Vol 149 ◽  
pp. 72-80 ◽  
Author(s):  
Katherine Rice ◽  
Laura C. Anderson ◽  
Kayla Velnoskey ◽  
James C. Thompson ◽  
Elizabeth Redcay
Keyword(s):  
Theory Of Mind ◽  
Motion Perception ◽  
Middle Childhood ◽  
Biological Motion ◽  
Biological Motion Perception

scholarly journals The role of ToM in creating a reminiscence bump for MEAMs from adolescence

2017 ◽  
Vol 47 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Susanne Kristen-Antonow
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Cognitive Theory ◽  
Factual Knowledge ◽  
Autobiographical Memories ◽  
Reminiscence Bump ◽  
Time Period ◽  
Before And After ◽  
Emotional Aspects

To date, studies have yet to consider the role of theory of mind as an important factor in developing music-related autobiographical memories. Further, it remains unclear if one remembers primarily factual knowledge about a song (semantic memory) or if one retrieves the perceptual and emotional aspects of the life situation connected to a song (episodic memory). To close these research gaps, 61 participants with an average age of 20 years listened to 33 songs topping the charts during their early childhood, childhood or youth. Next to a range of control variables (e.g. family size) participants’ state emotions before and after the experiment, as well as their socio-affective and socio-cognitive theory of mind were assessed. The music mainly invoked episodic versus semantic memories. The strongest positive predictor of specific episodic music-related autobiographical memories from later youth was participants’ socio-cognitive theory of mind. Results also revealed that songs released during early and middle childhood were listened to beyond this time period and triggered mainly memories from early youth. The results are discussed in regard to the possible role of socio-cognitive factors in creating a reminiscence bump for music from later youth.

Theory of Mind Performance in Middle Childhood: Australian Normative and Validation Data

2009 ◽  
Vol 26 (2) ◽  
pp. 138-153
Author(s):  
Larry Cashion
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
The United States ◽  
Order Theory ◽  
Autism Spectrum ◽  
Higher Order ◽  
Validation Data ◽  
Cultural Aspects ◽  
Higher Order Theory ◽  
Reported Data

AbstractTheory of mind tests are regularly used in childhood research and clinical practice for autism spectrum disorders in Australia. Despite this, there is little empirical evidence that the tests used in the United Kingdom and the United States have validity for Australian children. Furthermore, many tests believed to assess ‘advanced’ or ‘higher-order’ theory of mind have not had their reliability or validity rigorously evaluated. In the current study, seven theory of mind tasks were administered to 216 Australian children aged 6 to 12 years as part of a larger research project. While Australian children performed similarly to previous research samples on some tasks, there were marked discrepancies on others. Despite these differences, the validity of using a three-factor structure of first-, second-, and higher-order theory of mind tasks was supported by subsequent confirmatory factor analysis. Methodological issues accounted for some differences between the Australian and previously reported data. However, there were also some cross-cultural aspects of the results that require further investigation.

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