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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 0000-0002-2745-3574), Luca Ronchi, Rory T. Devine
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
FullText Text:
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Serena+Lecce%22">Serena Lecce</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2745-3574">0000-0002-2745-3574</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luca+Ronchi%22">Luca Ronchi</searchLink><br /><searchLink fieldCode="AR" term="%22Rory+T%2E+Devine%22">Rory T. Devine</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2024 60(7):1269-1278.
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  Data: 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
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  Data: 10
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+Mind%22">Theory of Mind</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
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  Data: 10.1037/dev0001758
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  Data: 0012-1649<br />1939-0599
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  Data: 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.
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        Value: 10.1037/dev0001758
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Children
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      – SubjectFull: Preadolescents
        Type: general
      – SubjectFull: Theory of Mind
        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: Peer Influence
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Italy
        Type: general
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      – TitleFull: 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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            NameFull: Serena Lecce
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            NameFull: Luca Ronchi
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            NameFull: Rory T. Devine
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              Y: 2024
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