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ERIC Number: EJ1228157
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
The Development of Theory of Mind: Predictors and Moderators of Improvement in Kindergarten
Brock, Laura L.; Kim, Helyn; Gutshall, Claire C.; Grissmer, David W.
Early Child Development and Care, v189 n12 p1914-1924 2019
Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. In a sample of 354 children from low-income households, theory of mind and foundational skills were directly assessed before and after kindergarten. Results indicate emotion knowledge, inhibitory control, and expressive language predicted improvement in theory of mind. Expressive language also served as a moderator such that children with low expressive language failed to improve in theory of mind regardless of initial theory of mind performance.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A110703; R305B090002