The Complex Associations between Scientific Reasoning and Advanced Theory of Mind

Autor/inn/en	Osterhaus, Christopher; Koerber, Susanne
Titel	The Complex Associations between Scientific Reasoning and Advanced Theory of Mind
Quelle	In: Child Development, 94 (2023) 1, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osterhaus, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13860
Schlagwörter	Foreign Countries; Kindergarten; Young Children; Elementary School Students; Scientific Literacy; Thinking Skills; Theory of Mind; Language Skills; Parent Education; Germany + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Denkfähigkeit; Language skill; Sprachkompetenz; Parents education; Elternbildung; Elternschule; Deutschland
Abstract	This 6-wave longitudinal study (2014-2018) of 161 German 5- to 10-year-olds from a midsized city and rural area in southern Germany (89 females, 72 males; predominantly White; mostly middle class) found that scientific-reasoning abilities first develop at 6 years. Abilities were highly stable, with the kindergarten score predicting 25% of end-of-elementary-school variance. Individual but not developmental differences were related to language abilities (0.39), mindreading skills (0.33), and parental education (0.36). In early elementary school, mindreading skills predicted scientific reasoning (0.15), but not vice versa; in late elementary school, bidirectional associations emerged (0.11-0.33). Our findings suggest that mindreading is a precursor for the development of scientific reasoning and that older children use scientific reasoning to revise their advanced theories of mind. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01