Theory of mind and social competence among school-age Latino children

Abstract

ABSTRACTThe present study examined relations between Theory of Mind (ToM) understanding and social competence among school-age Latino children. Participants included 62 children ages 6–12 years. Picture vocabulary was assessed via a standardized language survey, and ToM assessed via Happé’s [(1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129–154. doi:10.1007/BF021720931994] advanced ToM tasks. Parents and teachers evaluated the child’s social skills using a 23 item social competence inventory consisting of one positive and two forms of negative behaviours: relational aggression and overt hostility. Results indicated that girls scored significantly higher on positive social behaviour compared to boys. Overall, positive associations were found between children’s ToM ability and positive (but not negative) social behaviour. Results and implications about the socioemotional processes underlying ToM development are discussed.