Development and Use of Theory of Mind in Social and Cultural Context

Autor/inn/en	Selcuk, Bilge; Gonultas, Secil; Ekerim-Akbulut, Muge
Titel	Development and Use of Theory of Mind in Social and Cultural Context
Quelle	In: Child Development Perspectives, 17 (2023) 1, S.39-45 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Selcuk, Bilge) ORCID (Gonultas, Secil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8592
DOI	10.1111/cdep.12473
Schlagwörter	Theory of Mind; Social Environment; Cultural Context; Social Cognition; Western Civilization; Non Western Civilization; Cultural Influences; Comparative Analysis; Cross Cultural Studies; Cultural Background; Correlation + Suchen Sie Ihr Suchwort? Soziales Umfeld; Soziale Kognition; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Korrelation
Abstract	Theory of mind (ToM) is a key social-cognitive skill that allows individuals to understand and attribute mental states to others; it facilitates relationships and helps individuals navigate the social world. Thus, it is likely influenced by social and cultural contexts. In this article, we review studies that examine the potential ways through which sociocultural context interacts with the development and use of ToM in Western and non-Western societies. First, we summarize findings documenting the link between culture and timing of ToM acquisition. Second, we examine cross-cultural studies on how culture can be related to the sequential development of different dimensions of ToM. Third, we discuss when and how cultural group membership of the targets influences the use of ToM. Finally, we suggest avenues for research so the field can understand more comprehensively the dynamic interactions between sociocultural context and the development and use of ToM. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01