Show simple item record

dc.contributor.authorWang, Zhenlinen
dc.contributor.authorDevine, Roryen
dc.contributor.authorWong, Kerien
dc.contributor.authorHughes, Claireen
dc.date.accessioned2015-09-30T10:17:49Z
dc.date.available2015-09-30T10:17:49Z
dc.date.issued2016-09-01en
dc.identifier.citationJournal of Experimental Child Psychology 2015. doi:10.1016/j.jecp.2015.09.028en
dc.identifier.issn1096-0457
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/251236
dc.description.abstractPrevious studies with preschoolers have reported "East-West" contrasts in children's executive function (East>West) and theory of mind (East<West). This cross-cultural study with two samples of older children from the United Kingdom and Hong Kong aimed to test competing accounts of these contrasts that focus on either global effects of culture or more specific effects of pedagogical experience. Both groups of children in Hong Kong outperformed the British children on executive function tasks. That is, with respect to executive function, general cultural influences appear to be salient. In contrast, compared with their U.K. counterparts, children attending local schools in Hong Kong (but not those attending British-based international schools in Hong Kong) performed poorly on age-appropriate tests of theory of mind. With respect to theory of mind, therefore, pedagogical experiences appear to be more salient than factors related to the broad contrast between individualist and collectivist cultures. Our findings also contribute to the debate surrounding the relationship between theory of mind and executive function; although scores on these two sets of tasks were robustly correlated within each country, the double dissociation between delayed theory of mind but superior executive function for children in local schools in Hong Kong compared with their U.K. peers suggests that variation in executive function may be necessary but is not sufficient to explain variation in theory of mind.
dc.languageengen
dc.language.isoenen
dc.publisherElsevier
dc.rightsCreative Commons Attribution 4.0 International License
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectCross-cultural comparisonen
dc.subjectEmergence accounten
dc.subjectExecutive functionen
dc.subjectMiddle childhooden
dc.subjectPedagogical experienceen
dc.subjectTheory of minden
dc.subjectAdolescenten
dc.subjectAsian Continental Ancestry Groupen
dc.subjectChilden
dc.subjectChild Developmenten
dc.subjectChild, Preschoolen
dc.subjectCross-Cultural Comparisonen
dc.subjectEuropean Continental Ancestry Groupen
dc.subjectExecutive Functionen
dc.subjectFacial Recognitionen
dc.subjectFemaleen
dc.subjectHong Kongen
dc.subjectHumansen
dc.subjectIndividualityen
dc.subjectMaleen
dc.subjectPsychological Testsen
dc.subjectTheory of Minden
dc.subjectUnited Kingdomen
dc.subjectVocabularyen
dc.titleTheory of mind and executive function during middle childhood across cultures.en
dc.typeArticle
prism.endingPage22
prism.publicationDate2016en
prism.publicationNameJournal of Experimental Child Psychologyen
prism.startingPage6
prism.volume149en
dc.rioxxterms.funderESRC
dcterms.dateAccepted2015-09-26en
rioxxterms.versionofrecord10.1016/j.jecp.2015.09.028en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2016-09-01en
dc.contributor.orcidDevine, Rory [0000-0002-3710-7878]
dc.contributor.orcidWong, Keri [0000-0002-2962-8438]
dc.contributor.orcidHughes, Claire [0000-0003-2545-3025]
dc.identifier.eissn1096-0457
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idESRC (ES/J021180/1)
pubs.funder-project-idESRC (ES/J005215/1)
cam.issuedOnline2015-12-01en


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Creative Commons Attribution 4.0 International License
Except where otherwise noted, this item's licence is described as Creative Commons Attribution 4.0 International License