459 research outputs found
Individual differences in theory of mind in middle childhood and adolescence
No full textFor more than two decades, researchers have documented striking individual differences in children’s understanding of others’ minds. The extension of research on theory of mind into middle childhood and adolescence provides a new opportunity to consider the nature, measurement, and consequences of individual differences in theory of mind. This chapter evaluates the claim that there are genuine (i.e., stable differences between children) and meaningful (i.e., with consequences for children’s social lives) individual differences in theory of mind in early and middle childhood. The chapter draws on three sources of evidence: (1) studies adopting theory of mind task batteries to investigate individual differences in children’s mindreading; (2) a new meta-analysis of 76 longitudinal studies of the rank-order stability of individual differences in theory of mind in early and middle childhood; and (3) longitudinal data examining the association between individual differences in theory of mind and social competence in middle childhood. The chapter builds on contemporary measurement theory to identify promising avenues for future research on the nature of individual differences in theory of mind
Rory O\u27More
No full textCourtship of Rory O\u27More and Kathleen Bawnhttps://egrove.olemiss.edu/kgbsides_uk/1961/thumbnail.jp
Promoting theory of mind in school-aged children:Direct and transfer effects
No full textDespite theory of mind (ToM) has a role in social and cognitive development in school aged children, very few studies have proposed interventions to promote ToM in middle childhood. To fill this gap, we developed a novel ToM training program for 9- to 10-year-old children. Results showed that, after the intervention, children in the ToM group improved in ToM task performance significantly more than children in the control condition. The positive effect of the ToM intervention generalized to a new film-based ToM task and was not determined by pre-existing individual differences in ToM, cognitive, and executive skills between groups.</p
Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds
No full textThis study examined the link between classroom ethnic diversity, cross‐ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher‐reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross‐ethnic friendships, and children with cross‐ethnic friendships performed better than peers without cross‐ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind
Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance
No full textFindings 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
Stephen Partridge & Erik Kwakkel (eds.). Author, Reader, Book: Medieval Authorship in Theory and Practice
No full textRecommended from our members
Divorce tools & techniques.
No full textHere are proven tactics, based on author Rory T. Weiler's 30 years of experience, for handling the common issues and complex problems that you encounter in your divorce practice
Do executive function and theory of mind underpin child positivity and autonomy during parent-child interactions?
No full textAmong the multiple determinants of children’s social development are two socio-cognitive factors, theory of mind (ToM) and executive functions (EF). ToM is defined as the ability to infer others’ beliefs, desires, and intentions (Flavell and Miller, 1994; Wellman & Liu, 2014) and EF refers to the processes that underpin goal-directed behaviour and adaptive responses to novel or ambiguous situations (Diamond, 2013; Zelazo, 2015). These show independent predictive associations with measures of social competence in both typically developing children (e.g., Devine & Hughes, 2014; Hughes et al., 2000; Hughes & Ensor, 2006) and neurodiverse groups (e.g., Charman et al., 2001; Joseph & Tager-Flusberg, 2004). Although links between ToM and EF are well-established (Devine & Hughes, 2014), existing work on the independence and interplay between ToM and EF in relation to children’s social outcomes has been almost exclusively restricted to peer relations. This focus is understandable, given the substantial amounts of time children spend with peers at school (Rubin et al., 2006). Moreover, for practical reasons of time and availability, observational studies of child-caregiver interactions rarely extend beyond the preschool years. Drawing on recent work, this study examines individual differences in children’s EF and ToM in relation to two aspects of their social behaviours when engaging with their parents in an online version of the Etch-A-Sketch task (Oliver and Pike, 2019): positivity and autonomy
Open Educational Resources
No full textThe production, licensing, use and re-use of learning objects accessible through open access distribution will be the focus of this presentation. Noted author and scholar Dr. Rory McGreal will share his knowledge of the increasing opportunities and challenges associated with the open access publication of learning materials
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