The Effect of Peers' Theory of Mind on Children's Own Theory of Mind Development: A Longitudinal Study in Middle Childhood and Early Adolescence
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| Title: | The Effect of Peers' Theory of Mind on Children's Own Theory of Mind Development: A Longitudinal Study in Middle Childhood and Early Adolescence |
|---|---|
| Language: | English |
| Authors: | Serena Lecce (ORCID |
| Source: | Developmental Psychology. 2024 60(7):1269-1278. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Children, Preadolescents, Theory of Mind, Public Schools, Peer Influence, Longitudinal Studies |
| Geographic Terms: | Italy |
| DOI: | 10.1037/dev0001758 |
| ISSN: | 0012-1649 1939-0599 |
| Abstract: | While there is considerable evidence that children's early ability to understand others' mental states, called "theory of mind," is shaped by family experiences, it remains unclear whether children's social interactions at school influence theory of mind (ToM) beyond early childhood. We tested whether the mean level ("quantity") and/or the diversity ("variety") of peers' ToM influenced children's own ToM. We also examined whether peer effects on ToM were independent of possible confounding variables (e.g., verbal ability, social isolation) and comparable across children with different initial levels of ToM and social status. Four hundred fifty-four 8-12-year-old children completed assessments of ToM and peer and friendship nominations at baseline and (for ToM only) 1 year later. The variety (but not the quantity) of peers' ToM predicted the development of children's ToM over and above control variables. The magnitude of the peer effect was comparable across different levels of children's ToM and between children indexed as socially isolated and those who were not. These findings fit with sociocultural models and highlight the importance of the school environment in the development of ToM. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1430491 |
| Database: | ERIC |
| Abstract: | While there is considerable evidence that children's early ability to understand others' mental states, called "theory of mind," is shaped by family experiences, it remains unclear whether children's social interactions at school influence theory of mind (ToM) beyond early childhood. We tested whether the mean level ("quantity") and/or the diversity ("variety") of peers' ToM influenced children's own ToM. We also examined whether peer effects on ToM were independent of possible confounding variables (e.g., verbal ability, social isolation) and comparable across children with different initial levels of ToM and social status. Four hundred fifty-four 8-12-year-old children completed assessments of ToM and peer and friendship nominations at baseline and (for ToM only) 1 year later. The variety (but not the quantity) of peers' ToM predicted the development of children's ToM over and above control variables. The magnitude of the peer effect was comparable across different levels of children's ToM and between children indexed as socially isolated and those who were not. These findings fit with sociocultural models and highlight the importance of the school environment in the development of ToM. |
|---|---|
| ISSN: | 0012-1649 1939-0599 |
| DOI: | 10.1037/dev0001758 |
