https://orcid.org/0000-0001-8047-9151
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ABSTRACT
A group of 126 typically developing children (aged 5–12 years) completed three cool executive function tasks (spatial working memory, stop signal, intra-extra dimensional shift), two hot executive function tasks (gambling, delay of gratification), one advanced theory of mind task (strange stories with high versus low affective tone), and a vocabulary test. Older children performed better than younger children, consistent with the protracted development of hot and cool executive functions and theory of mind. Multiple regression analyses showed that hot and cool executive functions were correlated but they predicted theory of mind in different ways.
Additional information
Funding
This research was supported by an Australian Postgraduate Award to Jennifer Wilson and a Griffith University Infrastructure Research Program grant to David H. K. Shum.