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dc.contributor.authorDevine, Roryen
dc.contributor.authorWhite, Naomien
dc.contributor.authorEnsor, Rosieen
dc.contributor.authorHughes, Claireen
dc.date.accessioned2016-01-22T10:58:23Z
dc.date.available2016-01-22T10:58:23Z
dc.date.issued2016-05-31en
dc.identifier.citationDevelopmental Psychology 2016.en
dc.identifier.issn0012-1649
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/253418
dc.description.abstractThe vast majority of studies on theory of mind have focused on the preschool years. Extending the developmental scope of theory-of-mind (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. 137 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). Individual differences in ToM were moderately stable across middle childhood. While 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.
dc.languageEnglishen
dc.language.isoenen
dc.publisherAmerican Psychological Association
dc.subjectTheory of Minden
dc.subjectExecutive Functionen
dc.subjectSocial Competenceen
dc.subjectMiddle Childhooden
dc.subjectLongitudinalen
dc.titleTheory of mind in middle childhood: Longitudinal associations with executive function and social competenceen
dc.typeArticle
dc.description.versionThis is the author accepted manuscript. The final version is available from the American Psychological Association https://doi.org/10.1037/dev0000105en
prism.endingPage771
prism.publicationDate2016en
prism.publicationNameDevelopmental Psychologyen
prism.startingPage758
prism.volume52en
rioxxterms.versionofrecord10.1037/dev0000105en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2016-05-31en
dc.contributor.orcidDevine, Rory [0000-0002-3710-7878]
dc.contributor.orcidHughes, Claire [0000-0003-2545-3025]
dc.identifier.eissn1939-0599
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idESRC (ES/J005215/1)


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