Advanced Scaling and Modeling of Children's Theory of Mind Competencies: Longitudinal Findings in 4- to 6-Year-Olds

Autor/inn/en	Osterhaus, Christopher; Kristen-Antonow, Susanne; Kloo, Daniela; Sodian, Beate
Titel	Advanced Scaling and Modeling of Children's Theory of Mind Competencies: Longitudinal Findings in 4- to 6-Year-Olds
Quelle	In: International Journal of Behavioral Development, 46 (2022) 3, S.251-259 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osterhaus, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254221077334
Schlagwörter	Theory of Mind; Preschool Children; Longitudinal Studies; Task Analysis; Psychometrics; Moral Values; Beliefs; Verbs; Metacognition; Figurative Language; Language Processing; Individual Differences; Cognitive Ability; Foreign Countries; Vignettes; Intelligence Tests; Verbal Ability; Inhibition; German; Germany; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufgabenanalyse; Psychometry; Psychometrie; Moral value; Ethischer Wert; Belief; Glaube; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachverarbeitung; Individueller Unterschied; Denkfähigkeit; Ausland; Intelligence test; Intelligenztest; Mündliche Leistung; Hemmung; Deutscher; Deutschland
Abstract	First-order theory of mind (ToM) development has shown to conform to a Guttman scale, with desire reasoning developing before belief reasoning. There have been attempts to test for internal consistency and scalability in advanced ToM, but not over a broad age range and only with a limited set of tasks. This 2-year longitudinal study (N = 155; M[subscript age] = 4.2; SD = 0.85 months; 68 girls, 87 boys) tests for the scalability of a broader range of ToM tasks, and we model the developmental "transition" from first-order to advanced ToM in 4- to 6-year-olds. Rasch analyses showed that psychometrically sound and developmentally sequenced scales emerge when measures of morally relevant and second-order false belief, as well as mental verb understanding, metacognition, and recognition of nonliteral speech are included. Individual differences were moderately stable over time, and there were systematic transitions from failure to success in children's performance, suggesting that conceptual continuity exists between first-order and advanced ToM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01