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      Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood?

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      Author(s): 1 , * , 1 , 2
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      Publication date (Electronic):
      Journal: PLoS ONE
      Publisher: Public Library of Science

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          Abstract

          Previous research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood.

          In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting—classes containing children with disabilities (inclusive) or without such children (general education)—is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.

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          A Gentle Introduction to Bayesian Analysis: Applications to Developmental Research

          Rens van de Schoot, David E Kaplan, Jaap Denissen … (2013)
          Bayesian statistical methods are becoming ever more popular in applied and fundamental research. In this study a gentle introduction to Bayesian analysis is provided. It is shown under what circumstances it is attractive to use Bayesian estimation, and how to interpret properly the results. First, the ingredients underlying Bayesian methods are introduced using a simplified example. Thereafter, the advantages and pitfalls of the specification of prior knowledge are discussed. To illustrate Bayesian methods explained in this study, in a second example a series of studies that examine the theoretical framework of dynamic interactionism are considered. In the Discussion the advantages and disadvantages of using Bayesian statistics are reviewed, and guidelines on how to report on Bayesian statistics are provided.
          Article 0 comments Cited 179 times – based on 0 reviews     Review now
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            Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism.

            S. Baron-Cohen, M. O'Riordan, V. Stone … (1999)
            Most theory of mind (ToM) tests are designed for subjects with a mental age of 4-6 years. There are very few ToM tests for subjects who are older or more able than this. We report a new test of ToM, designed for children 7-11 years old. The task involves recognizing faux pas. Study 1 tested 7-9, and 11-year-old normal children. Results showed that the ability to detect faux pas developed with age and that there was a differential developmental profile between the two sexes (female superiority). Study 2 tested children with Asperger syndrome (AS) or high-functioning autism (HFA), selected for being able to pass traditional 4- to 6-year level (first- and second-order) false belief tests. Results showed that whereas normal 9- to 11-year-old children were skilled at detecting faux pas, children with AS or HFA were impaired on this task. Study 3 reports a refinement in the test, employing control stimuli. This replicated the results from Study 2. Some patients with AS or HFA were able to recognize faux pas but still produced them. Future research should assess faux pas production.
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              Constructing an understanding of mind: the development of children's social understanding within social interaction.

              Charlie Lewis, Jeremy Carpendale (2004)
              Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.
              Article 0 comments Cited 112 times – based on 0 reviews     Review now
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                Author and article information

                Contributors
                Joanna Smogorzewska:
                ORCID: http://orcid.org/0000-0002-4377-9136
                Role: ConceptualizationRole: Data curationRole: Formal analysisRole: Funding acquisitionRole: InvestigationRole: MethodologyRole: Project administrationRole: SupervisionRole: Writing – original draftRole: Writing – review & editing
                Grzegorz Szumski: Role: ConceptualizationRole: MethodologyRole: Writing – original draftRole: Writing – review & editing
                Paweł Grygiel: Role: Formal analysisRole: Writing – original draftRole: Writing – review & editing
                Zhidan Wang: Role: Editor
                Journal
                Journal ID (nlm-ta): PLoS One
                Journal ID (iso-abbrev): PLoS ONE
                Journal ID (publisher-id): plos
                Journal ID (pmc): plosone
                Title: PLoS ONE
                Publisher: Public Library of Science (San Francisco, CA USA )
                ISSN (Electronic): 1932-6203
                Publication date (Electronic): 14 August 2020
                Publication date Collection: 2020
                Volume: 15
                Issue: 8
                Electronic Location Identifier: e0237524
                Affiliations
                [1 ] University of Warsaw, Faculty of Education, Warsaw, Poland
                [2 ] Jagiellonian University, Faculty of Philosophy, Cracow, Poland
                Jiangsu Normal University, CHINA
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Author information
                http://orcid.org/0000-0002-4377-9136
                Article
                Publisher ID: PONE-D-20-03160
                DOI: 10.1371/journal.pone.0237524
                PMC ID: 7428351
                PubMed ID: 32797114
                SO-VID: db2e1236-aafd-40d6-ad85-70b10d114cbc
                Copyright © © 2020 Smogorzewska et al
                License:

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                Date received : 3 February 2020
                Date accepted : 28 July 2020
                Page count
                Figures: 2, Tables: 3, Pages: 18
                Funding
                Funded by: funder-id http://dx.doi.org/10.13039/501100004281, Narodowe Centrum Nauki;
                Award ID: 2014/13/B/HS6/02663
                Award Recipient :
                ORCID: http://orcid.org/0000-0002-4377-9136
                JS The study has been financed by National Centre for Science (no. 2014/13/B/HS6/02663), Poland The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
                Categories
                Subject: Research Article
                Subject: People and Places
                Subject: Population Groupings
                Subject: Age Groups
                Subject: Children
                Subject: People and Places
                Subject: Population Groupings
                Subject: Families
                Subject: Children
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Psychology
                Subject: Theory of Mind
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Theory of Mind
                Subject: Social Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Theory of Mind
                Subject: Medicine and Health Sciences
                Subject: Medical Conditions
                Subject: Disabilities
                Subject: Social Sciences
                Subject: Sociology
                Subject: Education
                Subject: Schools
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Behavior
                Subject: Prosocial Behavior
                Subject: Social Sciences
                Subject: Psychology
                Subject: Behavior
                Subject: Prosocial Behavior
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Psychology
                Subject: Social Cognition
                Subject: Prosocial Behavior
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Social Cognition
                Subject: Prosocial Behavior
                Subject: Social Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Social Cognition
                Subject: Prosocial Behavior
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Social Psychology
                Subject: Social Cognition
                Subject: Prosocial Behavior
                Subject: Social Sciences
                Subject: Psychology
                Subject: Social Psychology
                Subject: Social Cognition
                Subject: Prosocial Behavior
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Emotions
                Subject: Social Sciences
                Subject: Psychology
                Subject: Emotions
                Subject: Biology and Life Sciences
                Subject: Nutrition
                Subject: Diet
                Subject: Food
                Subject: Chocolate
                Subject: Medicine and Health Sciences
                Subject: Nutrition
                Subject: Diet
                Subject: Food
                Subject: Chocolate
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Neuroscience
                Subject: Learning Disabilities
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Neuroscience
                Subject: Learning Disabilities
                Custom metadata
                Data Availability All relevant data are within the paper and its Supporting Information files.

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