Theory of mind in middle childhood: Longitudinal associations with executive function and social competence

Rory Devine*, Naomi White, Rosie Ensor, Claire Hughes

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

49 Citations (Scopus)

Abstract

The vast majority of studies on theory of mind (ToM) have focused on the preschool years. Extending the developmental scope of ToM research presents opportunities to both reassess theoretical accounts of ToM and test its predictive utility. The twin aims of this longitudinal study were to examine developmental relations between ToM, executive function (EF), and teacher-rated social competence in middle childhood. One hundred thirty-seven children (69 males) were followed across a 4-year period spanning middle childhood (M ages at Waves 1 and 2 = 6.05, SD =35, and 10.81, SD =35, respectively). Individual differences in ToM were moderately stable across middle childhood. Although there were concurrent associations between ToM and EF at both time points, there were no longitudinal links between these constructs. In contrast, there were concurrent and longitudinal links between ToM and teacher-rated social competence, such that individual differences in ToM predicted later social competence at school. These results are discussed in light of competing theories about the links between ToM and EF and the importance of individual differences in ToM for children's social lives.

Original languageEnglish
Pages (from-to)758-771
Number of pages14
JournalDevelopmental Psychology
Volume52
Issue number5
Early online date25 Feb 2016
DOIs
Publication statusPublished - May 2016

Keywords

  • Executive function
  • Longitudinal
  • Middle childhood
  • Social competence
  • Theory of mind

ASJC Scopus subject areas

  • Demography
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Fingerprint

Dive into the research topics of 'Theory of mind in middle childhood: Longitudinal associations with executive function and social competence'. Together they form a unique fingerprint.

Cite this