Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers' Theory of Mind?
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Date
2018-07-01
Open Access Location
Journal Title
Journal ISSN
Volume Title
Publisher
John Wiley and Sons, Inc.
Rights
(c) 2017 The Author/s
CC BY 4.0
CC BY 4.0
Abstract
This study of 241 parent-child dyads from the United Kingdom (N = 120, Mage = 3.92, SD = 0.53) and Hong Kong (N = 121, Mage = 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.
Description
Keywords
Child, Preschool, Cross-Cultural Comparison, Female, Hong Kong, Humans, Male, Parent-Child Relations, Parents, Theory of Mind, United Kingdom
Citation
Hughes C, Devine RT, Wang Z. (2018). Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers' Theory of Mind?. Child Dev. 89. 4. (pp. 1296-1310).