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Cited by 17Child and Animal Learning DevelopmentSocial and Intergroup PsychologyEarly Childhood Education and Development

Children in ethnically diverse classrooms and those with cross-ethnic friendships excel at understanding others' minds

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Devine, Rory T, Grumley Traynor, Imogen, Ronchi, Luca, Lecce, Serena·2024·Child Development
DOI 10.1111/cdev.14085
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Abstract

This study examined the link between classroom ethnic diversity, cross-ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher-reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross-ethnic friendships, and children with cross-ethnic friendships performed better than peers without cross-ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.

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  • The Silent Film and Triangles tasks are reliable and valid indicators of theory of mind for this age range.

    “the tasks are reliable measures of ToM as indicated by strong test -retest reliability (e.g., Devine & Hughes, 2016) and are valid indictors of ToM as indicated by convergent validity with other advanced measures such as the Strange Stories task (e.g., Devine et al., 2024)”

    From Longitudinal development of theory of mind in adolescence and its associations with fiction reading experience. (2025) · cites this paper as Devine et al., 2024

    The Theory of mind section says that longitudinal evidence supports the validity of the Silent Film and Triangles tasks for children in this age range. It does not identify convergence with the Strange Stories task as that evidence. The citing sentence attributes test–retest reliability to Devine and Hughes (2016), not to this paper. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

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Cited by

Sorted by citations

Authors
Devine, R. T., Grumley Traynor, I., Ronchi, L., & Lecce, S.
Affiliations
  • University of Birmingham (GB)
  • Centre for Developmental Science, School of Psychology, University of Birmingham , Birmingham ,
  • University of Pavia (IT)
Corresponding author
Devine, Rory T
ORCID
Venue
Child Development
Publisher
Oxford University Press (OUP)
Published
2024-09-01
Volume
95
Issue
5
Pages
1447-1461
ISSN
  • 0009-3920 (ISSN-L)
  • 1467-8624
DOI
10.1111/cdev.14085
OpenAlex
W4392346447
Cited by
17
References
1
Citations by year
2026: 10 · 2025: 6 · 2024: 1
FWCI
13.22
Type
journal article
Language
en
Open access
Licence
Locations
  • Child Development (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • University of Birmingham Research Portal (University of Birmingham) (publishedVersion, cc-by)
Funders
Wellcome Trust (215006/Z/18/Z)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
theory of mind, cross-ethnic friendships, intergroup contact, children's social cognition, peer relationships, social cognition development, ethnic diversity in schools
MeSH terms
Adolescent, Child, Ethnicity, Female, United Kingdom, Humans, Interpersonal Relations, Male, Peer Group, Schools, Social Perception, Cultural Diversity, Friends, Theory of Mind

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