The Relationship Between Language and Theory of Mind in Middle Childhood.
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| Title: | The Relationship Between Language and Theory of Mind in Middle Childhood. |
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| Authors: | Shen, Ziqian (AUTHOR), Yu, Chi-Lin (AUTHOR) |
| Source: | Developmental Neuropsychology. 2026, Vol. 51 Issue 3/4, p119-134. 16p. |
| Subjects: | Vocabulary, Theory of mind, Children's language, Cognitive development, Child psychology, Phonological awareness, Morphemics |
| Abstract: | This study examined the way in which language relates to theory of mind (ToM) during middle childhood. Two hundred and thirty-three children (ages 6–12) were tested via a concurrent design on vocabulary, phonological and morphological awareness, and six ToM domains (belief, knowledge, perception, desire, intention, and emotion). Results revealed that vocabulary had significant positive associations with three ToM domains (belief, knowledge, and intention), and morphological awareness, but not phonological awareness, emerged as a concurrent mediator of this relationship. Overall, these findings suggest that understanding words, particularly their structure and meaning, is important in linking language and ToM development during middle childhood. [ABSTRACT FROM AUTHOR] |
| Copyright of Developmental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 194726009 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Relationship Between Language and Theory of Mind in Middle Childhood. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shen%2C+Ziqian%22">Shen, Ziqian</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yu%2C+Chi-Lin%22">Yu, Chi-Lin</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Developmental+Neuropsychology%22">Developmental Neuropsychology</searchLink>. 2026, Vol. 51 Issue 3/4, p119-134. 16p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+mind%22">Theory of mind</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Morphemics%22">Morphemics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the way in which language relates to theory of mind (ToM) during middle childhood. Two hundred and thirty-three children (ages 6–12) were tested via a concurrent design on vocabulary, phonological and morphological awareness, and six ToM domains (belief, knowledge, perception, desire, intention, and emotion). Results revealed that vocabulary had significant positive associations with three ToM domains (belief, knowledge, and intention), and morphological awareness, but not phonological awareness, emerged as a concurrent mediator of this relationship. Overall, these findings suggest that understanding words, particularly their structure and meaning, is important in linking language and ToM development during middle childhood. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Developmental Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194726009 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/87565641.2026.2656232 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 119 Subjects: – SubjectFull: Vocabulary Type: general – SubjectFull: Theory of mind Type: general – SubjectFull: Children's language Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Child psychology Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Morphemics Type: general Titles: – TitleFull: The Relationship Between Language and Theory of Mind in Middle Childhood. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shen, Ziqian – PersonEntity: Name: NameFull: Yu, Chi-Lin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 87565641 Numbering: – Type: volume Value: 51 – Type: issue Value: 3/4 Titles: – TitleFull: Developmental Neuropsychology Type: main |
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