Theory of Mind and Social Competence among School-Age Latino Children
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| Title: | Theory of Mind and Social Competence among School-Age Latino Children |
|---|---|
| Language: | English |
| Authors: | Weimer, Amy A., Burleson, Cheryl, Stegall, Sarah E., Eisenman, Russell |
| Source: | Early Child Development and Care. 2020 190(6):902-910. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Theory of Mind, Interpersonal Competence, Correlation, Children, Aggression, Psychological Patterns, Gender Differences, Social Behavior, Peer Relationship, Elementary School Students, Hispanic American Students, Public Schools, English (Second Language), Language Proficiency, Surveys, Verbal Ability, Intelligence Tests, Vocabulary |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | Woodcock Munoz Language Survey, Peabody Picture Vocabulary Test |
| DOI: | 10.1080/03004430.2018.1499625 |
| ISSN: | 0300-4430 |
| Abstract: | The present study examined relations between Theory of Mind (ToM) understanding and social competence among school-age Latino children. Participants included 62 children ages 6-12 years. Picture vocabulary was assessed via a standardized language survey, and ToM assessed via Happé's [(1994). An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped and normal children and adults. "Journal of Autism and Developmental Disorders," 24, 129-154. doi:10.1007/BF021720931994] advanced ToM tasks. Parents and teachers evaluated the child's social skills using a 23 item social competence inventory consisting of one positive and two forms of negative behaviours: relational aggression and overt hostility. Results indicated that girls scored significantly higher on positive social behaviour compared to boys. Overall, positive associations were found between children's ToM ability and positive (but not negative) social behaviour. Results and implications about the socioemotional processes underlying ToM development are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1256944 |
| Database: | ERIC |
| Abstract: | The present study examined relations between Theory of Mind (ToM) understanding and social competence among school-age Latino children. Participants included 62 children ages 6-12 years. Picture vocabulary was assessed via a standardized language survey, and ToM assessed via Happé's [(1994). An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped and normal children and adults. "Journal of Autism and Developmental Disorders," 24, 129-154. doi:10.1007/BF021720931994] advanced ToM tasks. Parents and teachers evaluated the child's social skills using a 23 item social competence inventory consisting of one positive and two forms of negative behaviours: relational aggression and overt hostility. Results indicated that girls scored significantly higher on positive social behaviour compared to boys. Overall, positive associations were found between children's ToM ability and positive (but not negative) social behaviour. Results and implications about the socioemotional processes underlying ToM development are discussed. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2018.1499625 |
