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‘Theory of mind’ development of Pakistani children: do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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‘Theory of mind’ development of Pakistani children: do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence? / Nawaz, Sumbal; Hanif, Rubina; Lewis, Charlie.
In: European Journal of Developmental Psychology, Vol. 12, No. 2, 2015, p. 177-188.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Nawaz, S, Hanif, R & Lewis, C 2015, '‘Theory of mind’ development of Pakistani children: do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence?', European Journal of Developmental Psychology, vol. 12, no. 2, pp. 177-188. https://doi.org/10.1080/17405629.2014.973843

APA

Nawaz, S., Hanif, R., & Lewis, C. (2015). ‘Theory of mind’ development of Pakistani children: do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence? European Journal of Developmental Psychology, 12(2), 177-188. https://doi.org/10.1080/17405629.2014.973843

Vancouver

Nawaz S, Hanif R, Lewis C. ‘Theory of mind’ development of Pakistani children: do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence? European Journal of Developmental Psychology. 2015;12(2):177-188. doi: 10.1080/17405629.2014.973843

Author

Nawaz, Sumbal ; Hanif, Rubina ; Lewis, Charlie. / ‘Theory of mind’ development of Pakistani children : do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence?. In: European Journal of Developmental Psychology. 2015 ; Vol. 12, No. 2. pp. 177-188.

Bibtex

@article{e542d92d245345bd8e963de1a9a5bb2f,
title = "{\textquoteleft}Theory of mind{\textquoteright} development of Pakistani children: do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence?",
abstract = "Research on “theory of mind” (TOM) suggests that a grasp of the mind develops universally and sequentially, but both these claims require testing in different cultural groups. Study 1, involving 72 preschoolers, showed the expected developmental transition on false belief tasks; 3 year olds were below statistical chance, while 4 year olds were at chance, representing a lag behind Western children. The same pattern of at chance (pretence, desire and belief) and below chance performance (false belief) was replicated in study 2 with 77 preschoolers (3–5 years) and corroborated the lag identified for some Asian countries. This deficient and varied timing of TOM performance is consistent with theories (social constructivist) supporting the role of social factors in TOM development. Moreover, significant inter-task correlations corroborate the need to broaden the research focus beyond false belief tasks.",
keywords = "Theory of mind, Preschoolers, False belief, Developmental trajectory",
author = "Sumbal Nawaz and Rubina Hanif and Charlie Lewis",
year = "2015",
doi = "10.1080/17405629.2014.973843",
language = "English",
volume = "12",
pages = "177--188",
journal = "European Journal of Developmental Psychology",
issn = "1740-5629",
publisher = "Psychology Press Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - ‘Theory of mind’ development of Pakistani children

T2 - do preschoolers acquire an understanding of desire, pretence and belief in a universal sequence?

AU - Nawaz, Sumbal

AU - Hanif, Rubina

AU - Lewis, Charlie

PY - 2015

Y1 - 2015

N2 - Research on “theory of mind” (TOM) suggests that a grasp of the mind develops universally and sequentially, but both these claims require testing in different cultural groups. Study 1, involving 72 preschoolers, showed the expected developmental transition on false belief tasks; 3 year olds were below statistical chance, while 4 year olds were at chance, representing a lag behind Western children. The same pattern of at chance (pretence, desire and belief) and below chance performance (false belief) was replicated in study 2 with 77 preschoolers (3–5 years) and corroborated the lag identified for some Asian countries. This deficient and varied timing of TOM performance is consistent with theories (social constructivist) supporting the role of social factors in TOM development. Moreover, significant inter-task correlations corroborate the need to broaden the research focus beyond false belief tasks.

AB - Research on “theory of mind” (TOM) suggests that a grasp of the mind develops universally and sequentially, but both these claims require testing in different cultural groups. Study 1, involving 72 preschoolers, showed the expected developmental transition on false belief tasks; 3 year olds were below statistical chance, while 4 year olds were at chance, representing a lag behind Western children. The same pattern of at chance (pretence, desire and belief) and below chance performance (false belief) was replicated in study 2 with 77 preschoolers (3–5 years) and corroborated the lag identified for some Asian countries. This deficient and varied timing of TOM performance is consistent with theories (social constructivist) supporting the role of social factors in TOM development. Moreover, significant inter-task correlations corroborate the need to broaden the research focus beyond false belief tasks.

KW - Theory of mind

KW - Preschoolers

KW - False belief

KW - Developmental trajectory

U2 - 10.1080/17405629.2014.973843

DO - 10.1080/17405629.2014.973843

M3 - Journal article

VL - 12

SP - 177

EP - 188

JO - European Journal of Developmental Psychology

JF - European Journal of Developmental Psychology

SN - 1740-5629

IS - 2

ER -