The relationship between Theory of Mind and Executive Functioning in typically developing children: A systematic review

Abstract

The development of Theory of Mind (ToM) constitutes a central topic in the study of human cognitive development. During the last decades, researchers representing different theoretical approaches have been trying to explore the emergence and development of mental state understanding and the potential contribution of other complex cognitive mechanisms in this developmental process. The relationship between ToM and Executive Functions (EFs) has been assessed in the context of various experimental designs. Despite the significant number of existing studies and the variety of relevant theories proposed, there is still no agreement about the exact nature of the ToM-EFs relationship. The main aim of this paper is to review relevant research results on typically developing children. It attempts to disentangle the factors that can potentially explain the contradictory findings reported in the literature. The results, overall, support the ToM-EFs relationship and suggest EFs’ important role in ToM development. However, the exact nature of this relationship seems obscured by the diversity of approaches, operationalization of the theoretical constructs, methods and ages included in the studies. It is, therefore, suggested that for building a unified picture and an explanatory account of the dynamic developmental relationship between these two complex theoretical constructs, a refinement in the conceptual definitions and methodological approaches is crucial.