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dc.contributor.authorO'Reilly, Jessica
dc.contributor.authorPeterson, Candida C.
dc.date.accessioned2018-01-18T12:30:43Z
dc.date.available2018-01-18T12:30:43Z
dc.date.issued2014
dc.identifier.issn00220221
dc.identifier.doi10.1177/0022022114542285
dc.identifier.urihttp://hdl.handle.net/10072/67604
dc.description.abstractWe examined the growth of a theory of mind (ToM) in Indigenous Australian children who spoke Aboriginal English as their first language. We also pioneered the suitability of a five-step developmental scale of ToM understanding for 2-year-old toddlers from Indigenous- and AngloAustralian cultural backgrounds. A total of 97 children aged 2 to 5 years took (a) a battery of false belief (FB) tests, (b) a developmental ToM Scale, and (c) a standard language ability test. Results showed that, contrary to earlier findings for Piagetian tasks, the Indigenous Australian children were not delayed in ToM understanding. Instead, at age 2, Indigenous toddlers significantly outperformed their Anglo peers and throughout the preschool years they scored just as highly on FB and all ToM Scale steps as Anglo-Australians their age, notwithstanding their statistically significant delays behind Anglo-Australians in standard English language skill (the language of testing). We also found, for the first time, that the five-step ToM Scale was both suitable for, and sensitive to individual differences in, children as young as age 2. These findings add to a growing body of research highlighting the importance of early family and cultural experiences for the growth of social cognition.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1489
dc.relation.ispartofpageto1501
dc.relation.ispartofissue9
dc.relation.ispartofjournalJournal of Cross-Cultural Psychology
dc.relation.ispartofvolume45
dc.rights.retentionY
dc.subject.fieldofresearchPsychology not elsewhere classified
dc.subject.fieldofresearchBusiness and Management
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchcode170199
dc.subject.fieldofresearchcode1503
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode1702
dc.titleScaling Theory of Mind Development in Indigenous- and Anglo-Australian Toddlers and Older Children
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorO'Reilly, Jess J.


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