A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China

Autor/inn/en	Wang, Si; Andrews, Glenda; Pendergast, Donna; Neumann, David; Chen, Yulu; Shum, David H. K.
Titel	A Cross-Cultural Study of Theory of Mind Using Strange Stories in School-Aged Children from Australia and Mainland China
Quelle	In: Journal of Cognition and Development, 23 (2022) 1, S.40-63 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andrews, Glenda) ORCID (Pendergast, Donna) ORCID (Neumann, David) ORCID (Shum, David H. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2021.1974445
Schlagwörter	Theory of Mind; Preschool Children; Measures (Individuals); Story Telling; Cultural Differences; Correlation; Foreign Countries; Cognitive Processes; Elementary School Students; Factor Structure; Affective Behavior; Comparative Analysis; Predictor Variables; Individual Differences; Verbal Ability; Intelligence Tests; Vocabulary; Task Analysis; Decision Making; Cross Cultural Studies; Australia; China; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Kultureller Unterschied; Korrelation; Ausland; Cognitive process; Kognitiver Prozess; Faktorenstruktur; Affective disturbance; Active behaviour; Affektive Störung; Prädiktor; Individueller Unterschied; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Cultural comparison; Kulturvergleich; Australien
Abstract	To date, cross-cultural studies on Theory of Mind (ToM) have predominantly focused on preschoolers. This study focuses on middle childhood, comparing two samples of mainland Chinese (n = 126) and Australian (n = 83) children aged between 5.5 and 12 years. Strange Stories, the most commonly used measure of ToM, was employed. The study aimed to examine the one- versus two-factor structure and measurement invariance of Strange Stories across two cultures; use the verified invariant model of Strange Stories to compare children's cognitive and affective ToM across two cultures; and finally, to investigate correlates of individual differences on Strange Stories cross-culturally. Multiple-groups confirmatory factor analysis revealed the measurement invariance of a two-factor model of Strange Stories (cognitive and affective) in both groups. Chinese children performed comparably to Australian children on cognitive ToM stories, but more poorly than Australian children on affective ToM stories. There were cultural differences in the correlates of ToM. The number of older siblings was a positive predictor of cognitive ToM for Chinese children, but a negative predictor of cognitive ToM for Australian children. The findings confirm that Strange Stories is a reliable measure for evaluating ToM in school-aged children from mainland China and Australia and highlight the importance of considering both cognitive and affective aspects of ToM in cross-cultural comparison. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01