Does Parental Mind-Mindedness Account for Cross-Cultural Differences in Preschoolers' Theory of Mind?
This study of 241 parent-child dyads from the United Kingdom (N = 120, Mage= 3.92, SD = 0.53) and Hong Kong (N = 121, Mage= 3.99, SD = 0.50) breaks new ground by adopting a cross-cultural approach to investigate children's theory of mind and parental mind-mindedness. Relative to the Hong Kong sample, U.K. children showed superior theory-of-mind performance and U.K. parents showed greater levels of mind-mindedness. Within both cultures parental mind-mindedness was correlated with theory of mind. Mind-mindedness also accounted for cultural differences in preschoolers' theory of mind. We argue that children's family environments might shed light on how culture shapes children's theory of mind.
University of Cambridge.
Claire
0000-0003-2545-3025
C
Hughes
University of Cambridge.
Rory T
0000-0002-3710-7878
RT
Devine
The Education University of Hong Kong.
Zhenlin
Z
Wang
D002675:Child, Preschool; D003431:Cross-Cultural Comparison; D005260:Female; D006723:Hong Kong / Q000208:ethnology; D006801:Humans; D008297:Male; D010287:Parent-Child Relations; D010290:Parents / Q000523:psychology*; D056345:Theory of Mind / Q000502:physiology*; D006113:United Kingdom / Q000208:ethnology