The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Theory of Mind in Preadolescence: Relations Between Social Understanding and Social Competence
Abstract
Theory of mind (ToM) underlies the ability to attribute mental states to people as a way of understanding their social behaviour. Although ToM development is an active area of research, most empirical investigations focus on infants and young children. Accordingly, the purpose of this study is to assess ToM in preadolescents and to determine whether individual differences in this mentalizing ability relate to social competence and relate differently for girls and for boys. It was hypothesized that preadolescents’ ability to understand thoughts and emotions in others would be associated with their social competence. 128 preadolescents (64 girls; 64 boys; mean age 11‐9) completed peer social competence ratings, a vocabulary task, and participated in a social understanding (ToM) interview. Teacher ratings of the participants’ social competence were also collected. Based on composite ToM scores, results indicated positive associations between ToM and (a) peer ratings of social‐interaction skills, (b) general vocabulary ability. Separate gender analyses revealed significant effects. Results are discussed in relation to (1) individual differences in social understanding and social competence and (2) effects of socio‐cultural context.
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Baron‐Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1997.tb01599.x · Cited by 1,970
The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism
Happe, F. G. E. (1995) · Child Development · doi:10.2307/1131954 · Cited by 1,227
The Intensification of Gender-Related Role Expectations during Early Adolescence
Hill, J. P., & Lynch, M. E. (1983) · Girls at Puberty · doi:10.1007/978-1-4899-0354-9_10 · Cited by 1,097 · cited 2×
“Thus, one might expect gender differences in ToM, particularly during preadolescence when, according to the gender intensification hypothesis (Hill & Lynch, 1983), it is predicted that gender differences increase because of increased pressure to conform to traditional gender-role stereotypes.”
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Cited by
Developmentally Sensitive Measures of Executive Function in Preschool Children
Carlson, S. M. (2005) · Developmental Neuropsychology · doi:10.1207/s15326942dn2802_3 · Cited by 1,638
Empathy: Gender effects in brain and behavior
Christov-Moore, L., Simpson, E. A., Coudé, G., Grigaityte, K., Iacoboni, M., & Ferrari, P. F. (2014) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2014.09.001 · Cited by 1,137
The impact of pretend play on children's development: A review of the evidence
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013) · Psychological Bulletin · doi:10.1037/a0029321 · Cited by 884
Social cognitive development during adolescence
Choudhury, S., Blakemore, S.-J., & Charman, T. (2006) · Social Cognitive and Affective Neuroscience · doi:10.1093/scan/nsl024 · Cited by 602
Theory of mind—evolution, ontogeny, brain mechanisms and psychopathology
Brüne, M., & Brüne-Cohrs, U. (2006) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2005.08.001 · Cited by 540
Metadata
- Authors
- Bosacki, S., & Wilde Astington, J.
- Venue
- Social Development
- Publisher
- Wiley
- Published
- 1999-07
- Volume
- 8
- Issue
- 2
- Pages
- 237-255
- ISSN
- 0961-205X (ISSN-L)
- 1467-9507
- OpenAlex
- W2059817293
- Cited by
- 293
- References
- 3
- FWCI
- 4.86
- Type
- journal article
- Language
- en
- Open access
- closed
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