Two studies examined whether differences in the lexical explicitness with which languages (English, Spanish, Portuguese, Turkish) express false belief and preschoolers' socioeconomic status (SES) influenced children's performance on standard false belief tasks. Found that lexical explicitness influenced responses on the "think" false belief question, but not the "look for" question. Children with higher SES performed better than children with low SES regardless of how false belief question was asked. (Author/KB)