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.
Original language | English |
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Pages (from-to) | 149-153 |
Number of pages | 5 |
Journal | Child Development Perspectives |
Volume | 9 |
Issue number | 3 |
Early online date | 4 Jun 2015 |
DOIs | |
Publication status | Published - Sept 2015 |
Keywords
- Individual differences
- Longitudinal
- Social development
- Theory of mind
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Life-span and Life-course Studies