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Although recent studies have shown cross-cultural differences in theory of mind (ToM) between children in Western and Eastern cultures, little is known about cross-cultural differences pertaining to social correlates. The present research investigated cultural variations in the relationship between sensitivity to criticism and ToM. Japanese (n = 76) and Italian (n = 76) 6-year-olds completed a sensitivity-to-criticism task (either the teacher condition or the peer condition), second-order false-belief tasks, and a verbal ability test. The results replicated previous findings of an association between ability rating after teacher criticism and ToM in both countries. Cultural variation was found in emotional response and motivation after teacher, but nor peer, criticism. Japanese children responded to teacher criticism more positively than did Italian children. Moreover, Japanese children who failed the second-order false-belief task were more motivated after teacher criticism than were Italian chil...

This study investigated sensitivity to teacher and peer criticism among 89 Japanese 6-year-olds and examined the connection between sensitivity to criticism and first-order and second-order theory of mind separately. Participants completed a common test battery that included tasks assessing sensitivity to criticism (teacher or peer condition), the Picture Vocabulary Test—Revised, and theory of mind tasks. The results showed that the children with better understanding of second-order mental states rated their ability negatively after teacher criticism, but they were motivated to keep trying. This phenomenon was found under only the teacher condition, and peer criticism did not significantly affect children's response, irrespective of theory-of-mind level. Cognitive and social factors that may have contributed to the children's responses to criticism are discussed. Copyright © 2014 John Wiley & Sons, Ltd.

Reasoning about another's pretend and real crying is related to ma'ny important social cognitive abilities (e.g., emotional understanding, appearance-reality, and theory of mind). This study investigated whether children aged 6 years and younger could distinguish between instances of pretend crying and real crying as presented in stories. Sixty-five Japanese children aged 4-6 years were given stories within two contexts (Play and Non-play). In the Play context, the protagonist of the story was pretending to cry or really crying during a pretend play activity. In the Non-play context, the protagonist was also pretending to cry or really crying after his/her toy had been hidden by another child. The children answered questions about these crying events. The results showed that the 4- and 5-year-olds showed significantly better understanding of pretend crying in the Play context compared to the Non-play context. In the Non-play context, they were significantly less likely to understand the cause of pretend crying compared to the 6-year-olds. The results suggest that the context of pretend play facilitates the children's understanding of pretend crying.

In this commentary on ‘Friendlessness and theory of mind: A prospective longitudinal study’ by Fink, Begeer, Peterson, Slaughter, and de Rosnay (Brit. J. Dev. Psychol, 2015; 33, 1–17) we reconsider the link between early mastery of theory of mind (ToM) and social relationships by focusing on connections with other related areas of socio-cognitive ability such as emotional competence, ToM development across age, and the effect of interventions.

Caregivers’ emotional responses to children influence children’s social and emotional development. This study investigated the association between maternal emotional expressiveness in the context of mother–child interactions and young children’s sensitivity to teacher criticism. Sensitivity to teacher criticism was assessed among 53 Japanese preschoolers using hypothetical scenarios in which a puppet child representing the participant made a small error, and a puppet teacher pointed out the error. Self-report questionnaires were used to measure maternal expressiveness. The results demonstrated that negative maternal expressiveness toward one’s own children was positively related to children’s ratings of their own ability and negatively related to children’s motivation to continue with the task after teacher criticism. Positive maternal expressiveness was not related to children’s sensitivity to criticism. These findings suggest that children who have experienced more negative emotion from mothers may be more likely to hold negative beliefs about how others will respond to their behavior more generally. This may, in turn, lead to a defensively positive view of one’s own abilities and a disinclination to persevere as protection from additional opportunities for teacher evaluation.