Abstract
Forty 3.5 to 4.5-year-olds discussed 3 past events with their mothers and completed a set of theory of mind tasks indexing their ability to reason about conflicting mental representations and their understanding of knowledge. Semipartial correlations and analyses of covariance showed that children's theory of mind scores were related to their participation in memory conversations, independent of age and linguistic skill. The frequency with which mothers provided new information was related to children's theory of mind scores, although mothers' direct replies to children were generally unrelated to children's understanding of mind. This research takes an important step toward examining the relevance of theory of mind skills to real-world, social interaction. The results have implications for explaining the emergence of autobiographical memory.
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