TY - JOUR
T1 - Development of constructivist theory of mind from middle childhood to early adulthood and its relation to social cognition and behavior
AU - Weimer, Amy A.
AU - Parault Dowds, Susan J.
AU - Fabricius, William
AU - Schwanenflugel, Paula J.
AU - Suh, Go Woon
N1 - Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2017/2/1
Y1 - 2017/2/1
N2 - Two studies examined the development of constructivist theory of mind (ToM) during late childhood and early adolescence. In Study 1, a new measure was developed to assess participants’ understanding of the interpretive and constructive processes embedded in memory, comprehension, attention, comparison, planning, and inference. Using this measure, Study 2 tested a mediational model in which prosocial reasoning about conflict mediated the relation between constructivist ToM and behavior problems in high school. Results showed that the onset of constructivist ToM occurs between late childhood and early adolescence and that adolescents who have more advanced constructivist ToM have more prosocial reasoning about conflict, which in turn mediated the relation with fewer serious behavior problems in high school, after controlling for academic performance and sex. In both studies, girls showed more advanced constructivist ToM than boys in high school.
AB - Two studies examined the development of constructivist theory of mind (ToM) during late childhood and early adolescence. In Study 1, a new measure was developed to assess participants’ understanding of the interpretive and constructive processes embedded in memory, comprehension, attention, comparison, planning, and inference. Using this measure, Study 2 tested a mediational model in which prosocial reasoning about conflict mediated the relation between constructivist ToM and behavior problems in high school. Results showed that the onset of constructivist ToM occurs between late childhood and early adolescence and that adolescents who have more advanced constructivist ToM have more prosocial reasoning about conflict, which in turn mediated the relation with fewer serious behavior problems in high school, after controlling for academic performance and sex. In both studies, girls showed more advanced constructivist ToM than boys in high school.
KW - Adolescence
KW - Constructivism
KW - Hostile attribution bias
KW - Interpretive diversity
KW - Middle childhood
KW - Theory of mind
KW - Young adults
UR - http://www.scopus.com/inward/record.url?scp=84994031916&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84994031916&partnerID=8YFLogxK
U2 - 10.1016/j.jecp.2016.10.002
DO - 10.1016/j.jecp.2016.10.002
M3 - Article
C2 - 27821294
AN - SCOPUS:84994031916
SN - 0022-0965
VL - 154
SP - 28
EP - 45
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
ER -