Executive function and theory of mind. Predictive relations from ages 2 to 4

Hughes, Claire; Ensor, Rosie

doi:10.1037/0012-1649.43.6.1447

Cited by 453Child and Animal Learning DevelopmentDevelopmental and Educational NeuropsychologyEarly Childhood Education and Development

Executive function and theory of mind. Predictive relations from ages 2 to 4

Hughes, Claire, Ensor, Rosie·2007·Developmental Psychology

DOI 10.1037/0012-1649.43.6.1447

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Abstract

Despite robust associations between children's theory of mind (ToM) and executive function (EF) skills, longitudinal studies examining this association remain scarce. In a socially diverse sample of 122 children (seen at ages 2, 3, and 4), this study examined (a) developmental stability of associations between ToM, EF, verbal ability, and social disadvantage; (b) continuity and change in ToM and EF; and (c) predictive relations between ToM and EF. Verbal ability and social disadvantage independently predicted changes in EF (but not ToM). Task scores improved with age and showed stable individual differences. The authors examined predictive relations between ToM and EF using partial correlations (controlling for age and verbal ability) and hierarchical regressions (that also controlled for social disadvantage and initial ToM and EF). The findings provide only partial support for the view that ToM is a prerequisite for EF but stronger support for the proposal that EF facilitates children's performance on ToM tasks.

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A large body of evidence supports associations between EF and ToM in typical development.
“A large body of evidence supports the associations between the EF and ToM in typical development”
From Social Cognition in Children with High-Functioning Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder. Associations with Executive Functions (2017) · cites this paper as Hughes and Ensor, 2007

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Authors: Hughes, C., & Ensor, R.
Affiliations: University of Cambridge (GB)
ORCID: Hughes, Claire
Venue: Developmental Psychology
Publisher: American Psychological Association (APA)
Published: 2007
Volume: 43
Issue: 6
Pages: 1447-1459
ISSN: 0012-1649 (ISSN-L)
1939-0599
DOI: 10.1037/0012-1649.43.6.1447
OpenAlex: W2049126844
Cited by: 453
References: 91
Citations by year: 2026: 12 · 2025: 17 · 2024: 15 · 2023: 24 · 2022: 29 · 2021: 29 · 2020: 20 · 2019: 21 · 2018: 32 · 2017: 34 · 2016: 31 · 2015: 30 · 2014: 41 · 2013: 30 · 2012: 30
FWCI: 18.48
Type: journal article
Language: en
Open access: closed
Locations: Developmental Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: Economic and Social Research Council (RES-000-23-1371)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Social Sciences › Education › Early Childhood Education and Development
Keywords: executive function, theory of mind, verbal ability, social deprivation, developmental stability, continuity and change, individual differences, social cognition, cognitive development
MeSH terms: Analysis of Variance, Psychology, Child, Child, Preschool, Family, Humans, Language, Leadership, Predictive Value of Tests, Psychological Tests, Socioeconomic Factors, Speech, Thinking

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Executive function and theory of mind. Predictive relations from ages 2 to 4

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