Does parental mind-mindedness account for cross-cultural differences in preschoolers' theory of mind?
Research output: Contribution to journal › Article › peer-review
Colleges, School and Institutes
- University of Cambridge
- The Education University of Hong Kong
This study of 241 parent-child dyads from the United Kingdom (N = 120, Mage = 3.92, SD = 0.53) and Hong Kong (N = 121, Mage = 3.99, SD = 0.50) breaks new ground by adopting a cross-cultural approach to investigate children's theory of mind and parental mind-mindedness. Relative to the Hong Kong sample, U.K. children showed superior theory-of-mind performance and U.K. parents showed greater levels of mind-mindedness. Within both cultures parental mind-mindedness was correlated with theory of mind. Mind-mindedness also accounted for cultural differences in preschoolers' theory of mind. We argue that children's family environments might shed light on how culture shapes children's theory of mind.
|Number of pages||15|
|Early online date||3 Feb 2017|
|Publication status||Published - Jul 2018|