A cross-cultural perspective on children's theories of mind and social interaction

Tan-Niam, C.S.L.; Wood, D.; O'Malley, C.

Abstract

This study incorporated two cross‐cultural dimensions using both Singaporean and UK subjects as well as expert raters from both cultures to investigate links between children's “theories of minds” (ToM) and their social interactive behaviour. This trian‐gulation procedure examined 12 dyads paired on equal and unequal ToM status and were videotaped at social pretend play. The two‐fold aim of this procedure was (a) to obtain observers' judgements of the dyads at play and check for agreement of views, and (b) to predict the theory of mind status of the dyads from these judgements. Videotaped segments of the 12 dyads were rated independently by 6 Singaporean and 5 UK pre‐school teachers. These ratings produced three sets of measures of facilitation, shared meaning and thematic maintenance of interactive play. Agreement among raters and group differences between these scores were analysed using non‐parametric statistics. Results indicated a link between theory of mind ability and quality of social interaction.

Citation

Tan-Niam, C., Wood, D., & O'Malley, C. (1998). A cross-cultural perspective on children's theories of mind and social interaction. Early Child Development and Care, 144(1), 55-67. https://doi.org/10.1080/0300443981440107

• Journal Article Type: Article
• Online Publication Date: Jul 7, 2006
• Publication Date: 1998
• Deposit Date: Aug 15, 2018
• Journal: Early Child Development and Care
• Print ISSN: 0300-4430
• Electronic ISSN: 1476-8275
• Publisher: Taylor and Francis Group
• Volume: 144
• Issue: 1
• Pages: 55-67
• DOI: https://doi.org/10.1080/0300443981440107
• Public URL: https://durham-repository.worktribe.com/output/1323354