Factorial Validity of the Theory of Mind Inventory-2 in Typically Developing Children

Autor/inn/en	Lee, Shih-Chieh; Fu, I-Ning; Liu, Meng-Ru; Yu, Tzu-Ying; Chen, Kuan-Lin
Titel	Factorial Validity of the Theory of Mind Inventory-2 in Typically Developing Children
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 1, S.310-318 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Kuan-Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05426-0
Schlagwörter	Measures (Individuals); Theory of Mind; Validity; Factor Analysis; Preschool Children; Metacognition; Pragmatics + Suchen Sie Ihr Suchwort? Messdaten; Gültigkeit; Faktorenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pragmalinguistik
Abstract	The Theory of Mind Inventory-2 (ToMI-2) is a promising measure for assessing theory of mind (ToM) and social-related functions. However, limited evidence on its factorial validity hampers score interpretation. To examine the factorial validity, confirmatory factor analysis for two currently-available structures was performed in 420 typically developing children aged three to seven years. One, the development-based structure, contains three stages of ToM development: the early, basic, and advanced ToM stages. The other, the social-related structure, comprises three social-related ToM functions: emotion recognition, mental state term comprehension, and pragmatics. The results showed that these structures and the unidimensionality of each domain were not supported even after modifications. Thus, further revisions and examinations of the underlying structures of the ToMI-2 are needed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01