The development of theory of mind: predictors and moderators of improvement in kindergarten

ABSTRACT

Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. In a sample of 354 children from low-income households, theory of mind and foundational skills were directly assessed before and after kindergarten. Results indicate emotion knowledge, inhibitory control, and expressive language predicted improvement in theory of mind. Expressive language also served as a moderator such that children with low expressive language failed to improve in theory of mind regardless of initial theory of mind performance.

KEYWORDS:

• Theory of mind
• expressive language
• executive function
• emotion knowledge

Acknowledgement

The authors sincerely thank the schools, teachers, and families who participated in this research and without whom this study would not have been possible.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Laura L. Brock is an Associate Professor in the Teacher Education Department at the College of Charleston. Research interests include understanding how child attributes and contextual affordances interact and co-influence developmental trajectories.

Helyn Kim is a post-doctoral fellow at the Center for Universal Education at the Brookings Institution. Her research focuses on the development and measurement of the early skills implicated in learning and achievement.

Claire C. Gutshall is a student interested in pursuing a career in school psychology. She provides direct support for children and families through early autism intervention.

David W. Grissmer is a Research Professor at the Center for Advanced Study of Teaching and Learning. His interests lie in the developmental origins of achievement gaps between advantaged and disadvantaged students as well as links between “non-cognitive” and executive function skills, effects of skills, and hormonal responses on cognitive development and performance

Additional information

Funding

The authors sincerely thank the schools, teachers, and families who participated in this research and without whom this study would not have been possible. The research reported here was supported by awards from the Institute of Education Sciences, U.S. Department of Education, through Grants #R305A110703 and #R305B090002 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.