Theory of Mind and Social Competence among School-Age Latino Children

Autor/inn/en	Weimer, Amy A.; Burleson, Cheryl; Stegall, Sarah E.; Eisenman, Russell
Titel	Theory of Mind and Social Competence among School-Age Latino Children
Quelle	In: Early Child Development and Care, 190 (2020) 6, S.902-910 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1499625
Schlagwörter	Theory of Mind; Interpersonal Competence; Correlation; Children; Aggression; Psychological Patterns; Gender Differences; Social Behavior; Peer Relationship; Elementary School Students; Hispanic American Students; Public Schools; English (Second Language); Language Proficiency; Surveys; Verbal Ability; Intelligence Tests; Vocabulary; Texas; Woodcock Munoz Language Survey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Korrelation; Child; Kind; Kinder; Geschlechterkonflikt; Social behaviour; Soziales Verhalten; Peer-Beziehungen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz
Abstract	The 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01