Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance
Publication Date
2014-01-16Journal Title
Child Development Research
ISSN
2090-3987
Publisher
Hindawi Limited
Type
Article
Metadata
Show full item recordCitation
Hughes, C., Devine, R., Ensor, R., Koyasu, M., Mizokawa, A., & Lecce, S. (2014). Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance. Child Development Research https://doi.org/10.1155/2014/893492
Abstract
<jats:p>Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.</jats:p>
Sponsorship
Economic and Social Research Council (ES/J005215/1)
Economic and Social Research Council (ES/D00554X/1)
Identifiers
External DOI: https://doi.org/10.1155/2014/893492
This record's URL: https://www.repository.cam.ac.uk/handle/1810/267621
Rights
All Rights Reserved
Rights Holder: Copyright © 2014 Claire Hughes et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Licence URL: https://www.rioxx.net/licenses/all-rights-reserved/
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