Social interaction skills and theory of mind in young children

Author(s): Nixon, C. L., Wilson, A., Capage, L.

Journal/Book: Develop Psychol. 1999; 35: 750 First St NE, Washington, DC 20002-4242, USA. Amer Psychological Assoc. 386-391.

Abstract: Two studies explored relations between peer social skills and theory of mind in young children. In Study 1, a global teacher rating of social skills with peers, performance on a traditional false-belief task, a standardized assessment of auditory language comprehension, and a time sampling of amount of speech with peers were obtained. Positive, but moderate, zero-order correlations were observed between the false-belief measure and social skills, and false belief accounted for a significant amount of additional variance in social skills after covarying age and the 2 measures of language. Study 2 replicated the findings of Study 1 by using a larger sample and a standardized teacher questionnaire, The results are discussed with regard to the critical role of a mentalistic theory of behavior for human social interactions.

Note: Article Watson AC, W Virginia Univ, Dept Psychol, POB 6040, Morgantown,WV 26506 USA

Keyword(s): FALSE BELIEF; INDIVIDUAL-DIFFERENCES; CONCEPTUAL DEFICIT; MENTAL STATES; DIFFICULTY; MOTHERS; TALK

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