Rosie Ensor

Executive Function and Theory of Mind: Predictive Relations from Ages 2 to 4.

Despite robust associations between childrens theory of mind (ToM) and executive function (EF) skills, longitudinal studies examining this association remain scarce. In a socially diverse sample of 122 children (seen at ages 2, 3, and 4), this study examined (a) developmental stability of associations between ToM, EF, verbal ability, and social disadvantage; (b) continuity and change in ToM and EF; and (c) predictive relations between ToM and EF. Verbal ability and social disadvantage independently predicted changes in EF (but not ToM). Task scores improved with age and showed stable individual differences. The authors examined predictive relations between ToM and EF using partial correlations (controlling for age and verbal ability) and hierarchical regressions (that also controlled for social disadvantage and initial ToM and EF). The findings provide only partial support for the view that ToM is a prerequisite for EF but stronger support for the proposal that EF facilitates childrens performance on ToM tasks.

Executive Function and Theory of Mind in 2 Year Olds: A Family Affair?

Although numerous studies of preschoolers report robust associations between performance on tests of executive function (EF) and theory of mind (ToM), a lack of developmentally appropriate tasks so far has limited research on these cognitive skills in younger children. Here, we present new batteries of EF and ToM tasks that were administered to 140 two-year-olds from predominantly disadvantaged families, with analyses based on 129 children. Our results showed a strong association between EF and ToM, which remained significant when effects of verbal ability were controlled. Individual differences in EF and ToM were also examined in relation to both distal family factors (social disadvantage, number of siblings) and proximal family factors (quality of childs relationships with parents and siblings). Social disadvantage predicted significant variance in both EF and ToM but did not contribute to the association between these domains. Associations between positive parent-child relationships and both EF and ToM were nonsignificant when verbal ability was controlled. In contrast, positive sibling relationships predicted significant variance in ToM, even controlling for age, verbal ability, EF, social disadvantage, and parent–child relationships.

How Do Families Help or Hinder the Emergence of Early Executive Function

This chapter describes longitudinal findings from a socially diverse sample of 125 British children seen at ages two and four. Four models of social influence on executive function are tested, using multiple measures of family life as well as comprehensive assessments of childrens executive functions. Our results confirm the importance of maternal scaffolding for young childrens executive functions, but they also suggest positive effects of observational learning and adverse effects of disorganized and unpredictable family life; however, no support was found for an association between executive function and general positive characteristics of family interactions.

Independence and interplay between maternal and child risk factors for preschool problem behaviors

This study examined the independence and interplay between cognitive risk factors (poor executive function/emotion understanding) and maternal risk factors (low education/high depression) for preschool problem behaviors, indexed by multi-measure, multi-informant (mother/teacher/ researcher) ratings. A socio-economically diverse sample of 235 children (131 boys, 104 girls; mean age = 4.25 years) completed five executive-function tasks and four emotion-understanding tasks. Controlling for effects of gender, verbal ability and maternal education, individual differences in child problem behavior scores showed significant independent associations with executive dysfunction, emotion understanding and maternal depression. For girls, low maternal education amplified the relationship between executive dysfunction and problem behaviors. In addition, executive dysfunction mediated the relationship between maternal depression and problem behaviors; both executive dysfunction and poor emotion understanding mediated the relationship between low maternal education and problem behaviors. These results demonstrate the cumulative and complex nature of risk for preschool problem behaviors.

Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance

Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.

Theory of mind in middle childhood: longitudinal associations with executive function and social competence

The vast majority of studies on theory of mind (ToM) have focused on the preschool years. Extending the developmental scope of ToM research presents opportunities to both reassess theoretical accounts of ToM and test its predictive utility. The twin aims of this longitudinal study were to examine developmental relations between ToM, executive function (EF), and teacher-rated social competence in middle childhood. One hundred thirty-seven children (69 males) were followed across a 4-year period spanning middle childhood (M ages at Waves 1 and 2 = 6.05, SD = .35, and 10.81, SD = .35, respectively). Individual differences in ToM were moderately stable across middle childhood. Although there were concurrent associations between ToM and EF at both time points, there were no longitudinal links between these constructs. In contrast, there were concurrent and longitudinal links between ToM and teacher-rated social competence, such that individual differences in ToM predicted later social competence at school. These results are discussed in light of competing theories about the links between ToM and EF and the importance of individual differences in ToM for childrens social lives. (PsycINFO Database Record

“It's Mine!” Does Sharing with Siblings at Age 3 Predict Sharing with Siblings, Friends, and Unfamiliar Peers at Age 6?

Research Findings: Studies of childrens prosocial behavior typically focus on prosocial acts with a specific partner (e.g., a friend, peer, or sibling), and comparisons of prosociality in different contexts are rare. To address this gap, the current study examined predictive links among childrens spontaneous sharing (a common and important form of prosocial behavior) with siblings, friends, and unfamiliar peers. At ages 3 and 6 years, 81 children (48 boys) were filmed playing with an older sibling (44 brothers); at age 6 the children were also filmed playing with a best friend (at school) and with 2 unfamiliar peers (in a lab). Older siblings shared more frequently than the target children at the 1st time point, but this contrast was not apparent at the 2nd time point. Average rates of sharing with a sibling did not differ by gender at the 1st time point, but girls shared more frequently than boys at the 2nd time point. When effects of gender composition were controlled, early spontaneous sharing with an older sibling predicted later sharing with unfamiliar peers (but not with a friend). Practice or Policy: Learning to share with a sibling can help children acquire the prosocial skills needed to form positive relationships with their peers.