Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability
This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (B...
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| Veröffentlicht in: | Journal of experimental child psychology 2004-04, Vol.87 (4), p.299-319 |
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| container_title | Journal of experimental child psychology |
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| creator | Carlson, Stephanie M Moses, Louis J Claxton, Laura J |
| description | This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood. |
| doi_str_mv | 10.1016/j.jecp.2004.01.002 |
| format | Article |
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Children were given two standard theory of mind measures (Appearance–Reality and False Belief), three inhibitory control tasks (Bear/Dragon, Whisper, and Gift Delay), three planning tasks (Tower of Hanoi, Truck Loading, and Kitten Delivery), and a receptive vocabulary test (Peabody Picture Vocabulary Test [PPVT-3]). Multiple regression analyses indicated that two inhibition tasks (Bear/Dragon and Whisper) were significantly related to theory of mind after accounting for age, receptive vocabulary, and planning. In contrast, the planning tasks did not share unique variance with theory of mind. These results increase our understanding of the specific nature of executive function–theory of mind relations during early childhood.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Cognition</subject><subject>Cognitive Development</subject><subject>Developmental psychology</subject><subject>Executive function</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Goals</subject><subject>Humans</subject><subject>Individual Differences</subject><subject>Inhibition</subject><subject>Inhibition (Psychology)</subject><subject>Male</subject><subject>Measures (Individuals)</subject><subject>Models, Theoretical</subject><subject>Peabody Picture Vocabulary Test</subject><subject>Planning</subject><subject>Preschool Children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Receptive Language</subject><subject>Reference Values</subject><subject>Regression Analysis</subject><subject>Reproducibility of Results</subject><subject>Task Analysis</subject><subject>Theory of mind</subject><subject>Vocabulary Skills</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2004</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kcFu1DAQhi0EotvCCyCEcqG3LOOsnTiol6oqUFSJC5wtxx63s8o6i52s2BOvjsNGwImTZf_fjH59ZuwVhzUHXr_brrdo9-sKQKyBrwGqJ2zFoa1LELJ5ylb5pSrzXZ6x85S2AJzXYvOcnXEJMjP1iv28C44O5CbTF468x4jBYiooFPgD7TTSAQs_BTvSECg8FCa4YnzEIR6LwRc7Cu59cR0yf8A00oOZuTmh8EgdjTNnhzDGof89uu9NOO3pqKfx-II986ZP-HI5L9i3D7dfbz6V918-3t1c35dW1O1YSttw9JXrbIsSfaugA98oh20WIbgQEi2vZIVeKc-5UI0UjatBSdOAasXmgl2e9u7j8H3KVfWOksU-18FhSrrhjcp2IIPVCbRxSCmi1_tIOxOPmoOeteutnrXrWbsGrrPkPPRm2T51O3R_RxbPGXi7ACZZ0_togqX0D1fLWkieudcnDiPZP_Ht52YDjVI5vlrirOpAGHWyNH-Yo4h21G6g_9X8BV9Tq4A</recordid><startdate>20040401</startdate><enddate>20040401</enddate><creator>Carlson, Stephanie M</creator><creator>Moses, Louis J</creator><creator>Claxton, Laura J</creator><general>Elsevier Inc</general><general>Elsevier</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>20040401</creationdate><title>Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability</title><author>Carlson, Stephanie M ; Moses, Louis J ; Claxton, Laura J</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c469t-5c71ef2dbc9e5ef980b0f78de901641445ec1252ef88f11487547d6085a708943</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2004</creationdate><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child Development</topic><topic>Child, Preschool</topic><topic>Cognition</topic><topic>Cognitive Development</topic><topic>Developmental psychology</topic><topic>Executive function</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Goals</topic><topic>Humans</topic><topic>Individual Differences</topic><topic>Inhibition</topic><topic>Inhibition (Psychology)</topic><topic>Male</topic><topic>Measures (Individuals)</topic><topic>Models, Theoretical</topic><topic>Peabody Picture Vocabulary Test</topic><topic>Planning</topic><topic>Preschool Children</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Receptive Language</topic><topic>Reference Values</topic><topic>Regression Analysis</topic><topic>Reproducibility of Results</topic><topic>Task Analysis</topic><topic>Theory of mind</topic><topic>Vocabulary Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Carlson, Stephanie M</creatorcontrib><creatorcontrib>Moses, Louis J</creatorcontrib><creatorcontrib>Claxton, Laura J</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Carlson, Stephanie M</au><au>Moses, Louis J</au><au>Claxton, Laura J</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ730788</ericid><atitle>Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>2004-04-01</date><risdate>2004</risdate><volume>87</volume><issue>4</issue><spage>299</spage><epage>319</epage><pages>299-319</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>This research examined the relative contributions of two aspects of executive function—inhibitory control and planning ability—to theory of mind in 49 3- and 4-year-olds. 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| subjects | Biological and medical sciences Child Child Development Child, Preschool Cognition Cognitive Development Developmental psychology Executive function Female Fundamental and applied biological sciences. Psychology Goals Humans Individual Differences Inhibition Inhibition (Psychology) Male Measures (Individuals) Models, Theoretical Peabody Picture Vocabulary Test Planning Preschool Children Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Receptive Language Reference Values Regression Analysis Reproducibility of Results Task Analysis Theory of mind Vocabulary Skills |
| title | Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability |
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