Theory of mind and executive function in early childhood: a cross cultural investigation

Nao Fujita; Rory Devine; Claire Hughes

doi:10.1016/j.cogdev.2021.101150

Theory of mind and executive function in early childhood: a cross cultural investigation

Nao Fujita, Rory Devine, Claire Hughes

Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

This cross-cultural study compared family environments and performance on theory of mind (ToM) and executive function (EF) in 236 3- to 6-year-old children in Japan (N = 117, M_age = 5.14, SD =0.82, 56 boys and 61 girls) and the UK (N = 119, M_age = 5.09, SD =0.86, 55 boys and 64 girls). Matched for age, verbal ability, gender, SES, and family structure (family size, solo vs. dual parenting, no sibling, no older sibling vs. older sibling), Japanese children showed worse ToM but better EF performance, although not across all measures or ages. This study used carefully matched samples and is the first direct comparison of children from Japan and the UK to examine both ToM and EF. Findings are discussed in relation to sociocultural factors (especially variation in the nature of SES across countries) and the complexity of the development of mind in diverse cultural contexts.

Original language	English
Article number	101150
Journal	Cognitive Development
Volume	61
DOIs	https://doi.org/10.1016/j.cogdev.2021.101150
Publication status	Published - 5 Jan 2022

Bibliographical note

Funding Information:
The authors wish to thank the many families who participated in this research. We would like to thank Ai Mizokawa, Isla Fitchie, and Sarah Foley for their assistance with data collection. This study was funded by the Great Britain Sasakawa Foundation, the Japan Foundation London Office, Toshiba Graduate Research Scholarship fund at the British Association for Japanese Studies , and at Cambridge University , Robinson College, the Isaac Newton Trust and the Faculty of Human, Social and Political Science.

ASJC Scopus subject areas

Experimental and Cognitive Psychology
Developmental and Educational Psychology

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title = "Theory of mind and executive function in early childhood: a cross cultural investigation",

abstract = "This cross-cultural study compared family environments and performance on theory of mind (ToM) and executive function (EF) in 236 3- to 6-year-old children in Japan (N = 117, Mage = 5.14, SD =0.82, 56 boys and 61 girls) and the UK (N = 119, Mage = 5.09, SD =0.86, 55 boys and 64 girls). Matched for age, verbal ability, gender, SES, and family structure (family size, solo vs. dual parenting, no sibling, no older sibling vs. older sibling), Japanese children showed worse ToM but better EF performance, although not across all measures or ages. This study used carefully matched samples and is the first direct comparison of children from Japan and the UK to examine both ToM and EF. Findings are discussed in relation to sociocultural factors (especially variation in the nature of SES across countries) and the complexity of the development of mind in diverse cultural contexts.",

author = "Nao Fujita and Rory Devine and Claire Hughes",

note = "Funding Information: The authors wish to thank the many families who participated in this research. We would like to thank Ai Mizokawa, Isla Fitchie, and Sarah Foley for their assistance with data collection. This study was funded by the Great Britain Sasakawa Foundation, the Japan Foundation London Office, Toshiba Graduate Research Scholarship fund at the British Association for Japanese Studies , and at Cambridge University , Robinson College, the Isaac Newton Trust and the Faculty of Human, Social and Political Science.",

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doi = "10.1016/j.cogdev.2021.101150",

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AU - Fujita, Nao

AU - Devine, Rory

AU - Hughes, Claire

N1 - Funding Information: The authors wish to thank the many families who participated in this research. We would like to thank Ai Mizokawa, Isla Fitchie, and Sarah Foley for their assistance with data collection. This study was funded by the Great Britain Sasakawa Foundation, the Japan Foundation London Office, Toshiba Graduate Research Scholarship fund at the British Association for Japanese Studies , and at Cambridge University , Robinson College, the Isaac Newton Trust and the Faculty of Human, Social and Political Science.

PY - 2022/1/5

Y1 - 2022/1/5

N2 - This cross-cultural study compared family environments and performance on theory of mind (ToM) and executive function (EF) in 236 3- to 6-year-old children in Japan (N = 117, Mage = 5.14, SD =0.82, 56 boys and 61 girls) and the UK (N = 119, Mage = 5.09, SD =0.86, 55 boys and 64 girls). Matched for age, verbal ability, gender, SES, and family structure (family size, solo vs. dual parenting, no sibling, no older sibling vs. older sibling), Japanese children showed worse ToM but better EF performance, although not across all measures or ages. This study used carefully matched samples and is the first direct comparison of children from Japan and the UK to examine both ToM and EF. Findings are discussed in relation to sociocultural factors (especially variation in the nature of SES across countries) and the complexity of the development of mind in diverse cultural contexts.

AB - This cross-cultural study compared family environments and performance on theory of mind (ToM) and executive function (EF) in 236 3- to 6-year-old children in Japan (N = 117, Mage = 5.14, SD =0.82, 56 boys and 61 girls) and the UK (N = 119, Mage = 5.09, SD =0.86, 55 boys and 64 girls). Matched for age, verbal ability, gender, SES, and family structure (family size, solo vs. dual parenting, no sibling, no older sibling vs. older sibling), Japanese children showed worse ToM but better EF performance, although not across all measures or ages. This study used carefully matched samples and is the first direct comparison of children from Japan and the UK to examine both ToM and EF. Findings are discussed in relation to sociocultural factors (especially variation in the nature of SES across countries) and the complexity of the development of mind in diverse cultural contexts.

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VL - 61

JO - Cognitive Development

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M1 - 101150

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Theory of mind and executive function in early childhood: a cross cultural investigation

Abstract

Bibliographical note

ASJC Scopus subject areas

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