Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.jecp.2021.105175
Title: Linking young children's teaching to their reasoning of mental states: Evidence from Singapore
Authors: Ye, Nina Ni
Heyman, Gail D
DING XIAOPAN 
Keywords: Social Sciences
Psychology, Developmental
Psychology, Experimental
Psychology
Theory of mind
Mental state reasoning
False belief understanding
Peer teaching
Children
Cognitive development
MIND
DECEPTION
COGNITION
ORIGINS
SKILLS
Issue Date: 1-Sep-2021
Publisher: ELSEVIER SCIENCE INC
Citation: Ye, Nina Ni, Heyman, Gail D, DING XIAOPAN (2021-09-01). Linking young children's teaching to their reasoning of mental states: Evidence from Singapore. JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY 209. ScholarBank@NUS Repository. https://doi.org/10.1016/j.jecp.2021.105175
Abstract: To fully participate in the human information-sharing ecosystem that allows for efficient knowledge dissemination and creation, children need to be able to teach others effectively. The current research is the first to investigate links between children's teaching abilities and their developing theory of mind abilities in a non-Western sample. In a sample of 4- to 6-year-old Singaporean children (N = 49), we examined relations between specific components of theory of mind abilities and teaching ability on a social cognitive task. We found that both false belief understanding and the ability to make mental state inferences in a teaching context were associated with effective teaching even after controlling for age and language ability. These findings provide a nuanced picture of the links between mental state reasoning and teaching ability. More broadly, they provide evidence that these links extend beyond Western cultures and generalize to social-cognitive teaching contexts.
Source Title: JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
URI: https://scholarbank.nus.edu.sg/handle/10635/194726
ISSN: 0022-0965
1096-0457
DOI: 10.1016/j.jecp.2021.105175
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