Does Parental Mind‐Mindedness Account for Cross‐Cultural Differences in Preschoolers’ Theory of Mind?

This study of 241 parent–child dyads from the United Kingdom (N = 120, M (age) = 3.92, SD = 0.53) and Hong Kong (N = 121, M (age) = 3.99, SD = 0.50) breaks new ground by adopting a cross‐cultural approach to investigate children's theory of mind and parental mind‐mindedness. Relative to the Hon...

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Detalles Bibliográficos
Autores principales: Hughes, Claire, Devine, Rory T., Wang, Zhenlin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2017
Materias:
Empirical Articles
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6849528/
https://www.ncbi.nlm.nih.gov/pubmed/28160284
http://dx.doi.org/10.1111/cdev.12746
Descripción
Sumario:This study of 241 parent–child dyads from the United Kingdom (N = 120, M (age) = 3.92, SD = 0.53) and Hong Kong (N = 121, M (age) = 3.99, SD = 0.50) breaks new ground by adopting a cross‐cultural approach to investigate children's theory of mind and parental mind‐mindedness. Relative to the Hong Kong sample, U.K. children showed superior theory‐of‐mind performance and U.K. parents showed greater levels of mind‐mindedness. Within both cultures parental mind‐mindedness was correlated with theory of mind. Mind‐mindedness also accounted for cultural differences in preschoolers’ theory of mind. We argue that children's family environments might shed light on how culture shapes children's theory of mind.

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