1,721,060 research outputs found
The role of false-belief understanding in preschoolers’ development of metamemory: A training study
No full textThe study herein investigated the mechanisms that may account for the relationship between theory of mind (ToM) and metamemory, adopting a dynamic approach that combined a focus on individual differences with the rigorousness of a training design. Sixty-six 4- to 5-year-old children were recruited and assigned to one of two training conditions: a ToM and a control condition. Intervention and control groups were equivalent at pretest for age, verbal ability, working memory, ToM and metamemory. Results showed that following the intervention children in the ToM group were better than those in the control group in their first-order, second-order false belief understanding, and metamemory. Crucially, improvements in first-order false belief understanding, but not in second-order false belief understanding, mediated the positive effect of the training program on metamemory
Theory of mind at school: Academic outcomes and the influence of the school context
No full textThe recent expansion of research on children's understanding of others' minds (or ‘theory of mind’, ToM) into middle childhood provides fresh opportunities to consider its origins and consequences. In this paper, we propose that, in addition to supporting children's social interactions, individual differences in ToM benefit academic achievement, in particular, reading comprehension and scientific reasoning. Furthermore, we argue that the school and classroom context can influence individual differences in ToM and its ongoing development in middle childhood. We suggest future directions for research to test these claims, which will provide a new perspective on the consequences of ToM and test the developmental continuity of socio-cultural accounts of mindreading
Theory of mind and peer relationships: The role of social anxiety
No full textRecent research has shown that individual differences in theory of mind (ToM) during middle childhood are linked with individual differences in children's peer relationships. The present longitudinal study investigated this association more deeply, exploring the potential mediating role played by children's social anxiety. We tested a group of 66 children (11.5 years old at Time 1) three times over one year after their transition to secondary school. Over and above language, SES and stability in individual differences, ToM performance shortly after starting secondary school (Time 1) predicted higher peer acceptance, as well as lower peer rejection, one year later (Time 3) via lower levels of social anxiety over time (Time 2). This study extends our knowledge about the links between social understanding and interpersonal relations in middle childhood. The results suggest that ToM may play an important role in children's adjustment when confronting new social contexts
False-belief understanding at age 5 predicts beliefs about learning in year 3 of primary school
No full textThis study examined the concurrent and longitudinal relationships between children's theory of mind (ToM) and their beliefs about learning. A sample of 63 children was tested for theory of mind and verbal ability at four time points: 5, 6, 7 and 8 years of age. In addition, at Time 4, children were administered a questionnaire investigating their beliefs about learning. Results showed longitudinal and concurrent relationships between ToM and constructivist, but not reproductive, beliefs about learning. Crucially, false-belief understanding at age 5 predicted unique variance in constructivist beliefs about learning at age 8, when controlling for subsequent levels of ToM. This relationship was not due to verbal ability. The authors discuss theoretical and practical implications of the longitudinal effect of theory of mind ability on constructivist beliefs about learning
“So quello che pensi”: il ruolo della teoria della mente nel passaggio alla scuola primaria
No full textMind what teacher says: Teachers’ propensity for mental-state language and children's theory of mind in middle childhood
No full textThis study examined the link between theory of mind (ToM) in middle childhood and teachers’ propensity for mental-state language and self-reported conversational-instruction strategies. Multilevel analyses on 430 Italian children (221 girls, Mage = 9.34 years, SD =.63, Range: 7.95–11.43 years) from 27 primary-school classrooms and their teachers showed that: (i) there were striking between-classroom differences in children's ToM; (ii) teachers’ propensity for mental-state language (β =.14) and self-reported conversational-instruction strategies (β =.16) were uniquely associated with pupils’ ToM even when child-related (i.e., age, verbal ability, number of siblings and SES) and teacher-related variables (i.e., ToM, verbal ability and years of experience) were controlled; and (iii) the association between self-reported conversational-instruction strategies and ToM was significant in older children and smaller classrooms. These findings extend socio-cultural accounts of ToM by showing a developmental continuity of environmental effects on children's ToM
The role of mother–child and teacher–child relationship on academic achievement
No full textRobust findings have highlighted the importance of early cognitive abilities for academic performance. However, little is known about the role played by relational variables. In this longitudinal study, we examined children’s relationship with their mothers and teachers as predictors of later academic achievement. We addressed this issue following a group of 45 Italian children (29 boys) from the last year of preschool (mean age: five years and six months) until Year 4 of primary school (mean age: nine years and six months). Results showed that mother–child relationship at age 5 and teacher–child relationship at age 7 correlate with children’s academic achievement at age 9, controlling for early background and verbal abilities. Further analyses showed that teacher–child conflict partially mediates the relationship between early mother–child conflict and children’s later academic achievement. Mechanisms by which relational variables influence learning outcomes are discussed
La comprensione delle emozioni in età prescolare: quali effetti sulle relazioni sociali in classe e sulla riuscita accademica?
No full textContinuità tra il rapporto con la madre e quello con l’insegnante. Effetti sul rendimento scolastico dopo la transizione alla scuola primaria.
No full textLa transizione alla scuola primaria segna in modo definitivo il passaggio dall’ambiente familiare a quello scolastico. Nel presente lavoro ci proponiamo di indagare il rapporto tra la qualità della relazione che il bambino sviluppa con la madre e con l’insegnante, nonché il loro ruolo sul rendimento scolastico. A tal fine, 45 bambini (29 maschi) sono stati testati all’ultimo anno della scuola dell’infanzia (T1 – età media = 5 anni e 6 mesi, DS = 3,51 mesi) e al secondo anno della scuola primaria (T2 – età media = 7 anni e 6 mesi, DS = 5,23 mesi). La qualità della relazione con la madre (a T1) e con l’insegnante (a T2) è stata valutata attraverso questionari, il rendimento scolastico (a T2) tramite il giudizio dell’insegnante e una prova di comprensione del testo. I risultati mostrano che l’effetto della qualità della relazione materna sul rendimento scolastico è mediato dalla qualità della relazione con l’insegnante
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