Individual Differences in Theory of Mind From Preschool to Adolescence: Achievements and Directions

Research output: Contribution to journalArticlepeer-review

Authors

Colleges, School and Institutes

Abstract

In this article, we provide a state-of-the-science overview of research on normative individual differences in theory of mind. We begin by examining achievements in research on individual differences in theory of mind in the preschool years and more recent work on middle childhood and adolescence. In doing so, we outline several converging lines of evidence for social influences on individual differences in theory of mind, and assess the claim that individual differences in theory of mind matter for children's social lives. We then evaluate two conceptualizations of individual differences in theory of mind: the developmental lag and genuine differences accounts. By placing the study of individual differences in theory of mind center stage, we aim to highlight fruitful avenues for research on normative variation in theory of mind both within and beyond the preschool years.

Details

Original languageEnglish
Pages (from-to)149-153
Number of pages5
JournalChild Development Perspectives
Volume9
Issue number3
Early online date4 Jun 2015
Publication statusPublished - Sep 2015

Keywords

  • Individual differences, Longitudinal, Social development, Theory of mind