Executive Function and Theory of Mind: Predictive Relations from Ages 2 to 4

Autor/inn/en	Hughes, Claire; Ensor, Rosie
Institution	American Psychological Association, Washington, DC.
Titel	Executive Function and Theory of Mind: Predictive Relations from Ages 2 to 4
Quelle	In: Developmental Psychology, 43 (2007) 6, S.1447-1459 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Verbal Ability; Longitudinal Studies; Cognitive Development; Young Children; Disadvantaged; Individual Differences; Predictor Variables; Cognitive Ability + Suchen Sie Ihr Suchwort? Mündliche Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kognitive Entwicklung; Frühe Kindheit; Individueller Unterschied; Prädiktor; Denkfähigkeit
Abstract	Despite robust associations between children's theory of mind (ToM) and executive function (EF) skills, longitudinal studies examining this association remain scarce. In a socially diverse sample of 122 children (seen at ages 2, 3, and 4), this study examined (a) developmental stability of associations between ToM, EF, verbal ability, and social disadvantage; (b) continuity and change in ToM and EF; and (c) predictive relations between ToM and EF. Verbal ability and social disadvantage independently predicted changes in EF (but not ToM). Task scores improved with age and showed stable individual differences. The authors examined predictive relations between ToM and EF using partial correlations (controlling for age and verbal ability) and hierarchical regressions (that also controlled for social disadvantage and initial ToM and EF). The findings provide only partial support for the view that ToM is a prerequisite for EF but stronger support for the proposal that EF facilitates children's performance on ToM tasks. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10