Theory of Mind and diverse intelligences in 4-year-olds: Modelling associations of false beliefs with children's numerate-spatial, verbal, and social intelligence.

Abstract

Theory of Mind (ToM) and the structure of intelligence were investigated in 115 4-year-olds. Specifically, we asked whether children's intelligence involves both general and specific aspects and whether standard ToM measures of false belief can serve as indicators of social intelligence. Psychometric intelligence and children's domain-specific understanding of number concepts and of mental states (false belief) were measured in the laboratory; communication and social skills were assessed through mothers' report. A confirmatory factor analysis revealed poor fit for a one-factor model, but good fit for a model with three correlated factors, suggesting that children's intelligence involves both general and specific aspects. Numerate-spatial and verbal intelligence were correlated (.70), and social intelligence correlated to a stronger degree with verbal (.66) than with numerate-spatial intelligence (.37). Laboratory assessment of false belief and mothers' reports about children's social skills loaded on a single factor, pointing to real-world consequences of ToM abilities. Statement of contribution What is already known on this subject? The structure of intelligence in 4-year-olds comprises domain-general and domain-specific dimensions. Some domain-specific dimensions are numerate-spatial, verbal, and social intelligence. What does this study add? Theory of Mind emerges as an aspect of children's social intelligence. Social intelligence (including Theory of Mind) is related to children's numerate-spatial abilities.