Theory of mind and executive function during middle childhood across cultures

• Published in: Journal of experimental child psychology Vol. 149; pp. 6 - 22
• Main Authors: Wang, Zhenlin, Devine, Rory T., Wong, Keri K., Hughes, Claire
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-09-2016; Elsevier BV
• Subjects: Academic achievement; Adolescent; Asian Continental Ancestry Group - ethnology; Child; Child Development - physiology; Child, Preschool; Cross-Cultural Comparison; Culture; Elementary school students; Emergence account; European Continental Ancestry Group - ethnology; Executive Function; Executive Function - physiology; Facial Recognition - physiology; Female; Hong Kong - ethnology; Humans; Individuality; Male; Middle childhood; Pedagogical experience; Preschool children; Psychological Tests; Theory; Theory of Mind; Theory of Mind - physiology; United Kingdom; Vocabulary; Emergence account; Executive function; Pedagogical experience; Middle childhood; Cross-cultural comparison; Theory of mind
• ISSN: 0022-0965; 1096-0457
• DOI: 10.1016/j.jecp.2015.09.028

•Hong Kong 10-year-old children attending local schools (but not those attending international schools) performed poorly on age-appropriate tests of theory of mind compared with their UK counterparts.•Both groups of Hong Kong children outperformed the UK children on executive function tasks.•Pedagogical experiences appear more salient in theory of mind, while general cultural influences appear salient in executive function.•Executive functions may be necessary but is not sufficient to explain variation in theory of mind.
Previous studies with preschoolers have reported “East–West” contrasts in children’s executive function (East>West) and theory of mind (East<West). This cross-cultural study with two samples of older children from the United Kingdom and Hong Kong aimed to test competing accounts of these contrasts that focus on either global effects of culture or more specific effects of pedagogical experience. Both groups of children in Hong Kong outperformed the British children on executive function tasks. That is, with respect to executive function, general cultural influences appear to be salient. In contrast, compared with their U.K. counterparts, children attending local schools in Hong Kong (but not those attending British-based international schools in Hong Kong) performed poorly on age-appropriate tests of theory of mind. With respect to theory of mind, therefore, pedagogical experiences appear to be more salient than factors related to the broad contrast between individualist and collectivist cultures. Our findings also contribute to the debate surrounding the relationship between theory of mind and executive function; although scores on these two sets of tasks were robustly correlated within each country, the double dissociation between delayed theory of mind but superior executive function for children in local schools in Hong Kong compared with their U.K. peers suggests that variation in executive function may be necessary but is not sufficient to explain variation in theory of mind.