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Relations between temperament and theory of mind development in the United States and China: biological and behavioral correlates of preschoolers' false-belief understanding.
- Source :
-
Developmental psychology [Dev Psychol] 2013 May; Vol. 49 (5), pp. 825-836. Date of Electronic Publication: 2012 Jun 11. - Publication Year :
- 2013
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Abstract
- The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with less reactive temperaments will reach certain milestones in theory-of-mind (ToM) development more quickly. We examined relations between temperament and false-belief understanding in 102 preschool-age children from China and the United States. Temperament was measured via parental ratings of behavior as well as with physiological measures of children's reactivity (hypothalamic-pituitary-adrenocortical axis reactivity gauged via salivary cortisol). In accord with an emotional reactivity hypothesis, children with certain reactive temperaments--specifically, those who were more aggressive and those who were both socially withdrawn and physiologically reactive--evidenced poorer social-cognition. However, our findings also force amendment to the ontogenetic emotional reactivity hypothesis. For the majority of children in both countries, physiological reactivity predicted more advanced ToM, perhaps by facilitating social engagement and attention to social stimuli. Moreover, children who were withdrawn from social interaction yet nonreactive, especially Chinese children of this temperament, evidenced advanced ToM. Thus, some forms of social disengagement may foster social-cognitive development in certain sociocultural contexts.
- Subjects :
- Area Under Curve
Child
Child, Preschool
China
Female
Humans
Hydrocortisone metabolism
Male
Neuropsychological Tests
Personality Tests
Regression Analysis
Social Behavior
Time Factors
United States
Child Behavior physiology
Child Development physiology
Comprehension
Culture
Temperament physiology
Theory of Mind physiology
Subjects
Details
- Language :
- English
- ISSN :
- 1939-0599
- Volume :
- 49
- Issue :
- 5
- Database :
- MEDLINE
- Journal :
- Developmental psychology
- Publication Type :
- Academic Journal
- Accession number :
- 22686170
- Full Text :
- https://doi.org/10.1037/a0028825