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Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

by Devine, Rory T. , Hughes, Claire

in Adolescent / Affluence / Age Differences / Age Factors / Biological and medical sciences / Boys / Child / Child Development / Child psychology / Childhood / Childhood factors / Children / Concept Formation / Confirmatory factor analysis / Developmental psychology / Early Adolescents / EMPIRICAL ARTICLES / England / England (Cambridgeshire) / Factor Analysis / Factor Analysis, Statistical / Female / Foreign Countries / Fundamental and applied biological sciences. Psychology / Gender / Gender Differences / Gender studies / Girls / Humans / Individual Differences / Loneliness / Loneliness - psychology / Male / Mind / Motion Pictures / Older children / Peer Group / Peer rejection / Peer Relationship / Performance theory / Psychological Patterns / Psychology. Psychoanalysis. Psychiatry / Psychology. Psychophysiology / Rejection (Psychology) / Risk Factors / Sex Factors / Silent films / Skills / Social Environment / Social Experience / Social experiences / Social psychology / Socioeconomic Status / Speech skills / Studies / Theory / Theory of Mind / Verbal Ability / Verbal communication / Wechsler Intelligence Scale for Children

2013

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Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

by Devine, Rory T. , Hughes, Claire

2013

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Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

by Devine, Rory T. , Hughes, Claire

2013

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Journal Article

Silent Films and Strange Stories: Theory of Mind, Gender, and Social Experiences in Middle Childhood

Devine, Rory T.,

Hughes, Claire

2013

Overview

In this study of two hundred and thirty 8- to 13-year-olds, a new \"Silent Films\" task is introduced, designed to address the dearth of research on theory of mind in olden children by providing a film-based analogue of F. G. E. Happé's (1994) Strange Stories task. Confirmatory factor analysis showed that all items from both tasks loaded onto a single theory-of-mind latent factor. With effects of verbal ability and family affluence controlled, theory-of-mind latent factor scores increased significantly with age, indicating that mentalizing skills continue to develop through middle childhood. Girls outperformed boys on the theory-of-mind latent factor, and the correlates of individual differences in theory of mind were gender specific: Low scores were related to loneliness in girls and to peer rejection in boys.

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Publisher

Blackwell Publishing Ltd,Wiley Blackwell,Wiley-Blackwell

Subject

/ Biological and medical sciences

/ Boys

/ Child