Theory of Mind in Bilingual and Monolingual Preschool Children

  title={Theory of Mind in Bilingual and Monolingual Preschool Children},
  author={Mokhtar Farhadian and Rohani Abdullah and Mariani Mansor and Ma’arof Redzuan and Neda Gazanizadand and Vijay Kumar},
  journal={Journal of Psychology},
  pages={39 - 46}
Abstract This research examined whether theory of mind (ToM) development differs in bilingual and monolingual preschool children. Three false belief tasks were given to 163 Kurdish-Persian bilingual and Persian monolingual preschool children. Bilingual children performed significantly better than monolingual children in their ToM. Hierarchical multiple regression analysis revealed that, bilingualism contributed significantly to the prediction of preschoolers’ ToM development when age and verbal… 
The Cognitive Development of Young Dual Language Learners: A Critical Review.
The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance.
Maturation of executive functioning skills in early sequential bilingualism
Previous research has demonstrated that being bilingual from birth is advantageous for the development of skills of social cognition, executive functioning, and metalinguistic awareness due to
Bilingualism and Social Cognitive Development: the Effect of Dual-Language Acquisition on Nonverbal Communication
Consistent with Piaget and Vygotsky‟s theories that recognized a close relationship between language and cognitive development, previous studies have consistently found evidence of accelerated
Predictors of Theory of Mind performance in bilingual and monolingual children
Aims and objectives/purpose/research questions: The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual
Minds in action: Evidence that linguistic diversity helps children build a theory of mind
Reports suggest that the development of a child's understanding of the mind (ToM) is enhanced in bilingual children. This is usually ascribed to different features of executive functioning (EF),
Do Bilinguals Have an Advantage in Theory of Mind? A Meta-Analysis
Bilingualism might help children develop Theory of Mind, but the evidence is mixed. To address the disagreement in the literature, a meta-analysis was conducted on studies that compared bilingual and
Bilingual and monolingual children process pragmatic cues differently when learning novel adjectives
Previous studies have shown bilingually and monolingually developing children to differ in their sensitivity to referential pragmatic deixis in challenging tasks, with bilinguals exhibiting a higher
Bilingual Cognition and Growth Mindset: A Review of Cognitive Flexibility and Its Implications for Dual-Language Education
The United States has seen an increase in cultural and linguistic diversity of student populations. Policy makers have looked toward existing research in dual language education, alternative
Differences in how monolingual and bilingual children learn second labels for familiar objects.
Testing the hypothesis that bilingual children might be more willing to accept second labels for objects and asking how they are affected by different amounts of information relevant to the second label finds only bilingual children chose the referent at above chance levels when they were offered increased levels of information.
Bilingualism in Children With Autism Spectrum Disorder: Making Evidence Based Recommendations
Many professionals working with bilingual families of children with autism spectrum disorder (ASD) are concerned that the bilingual language context may lead to further language learning


The effects of bilingualism on theory of mind development
  • P. J. Goetz
  • Psychology
    Bilingualism: Language and Cognition
  • 2003
This research examines whether an individual's linguistic knowledge, either as a speaker of a particular language or as a bilingual, influences theory of mind development. Three- and four-year-old
The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis
Does bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language
The relationship between bilingualism and the development of cognitive processes in problem solving
This study examined the effects of differing degrees of bilingualism on the nonverbal problemsolving abilities of children in grade 3. Three linguistic groups were compared on problem-solving tasks
Specific language impairment, theory of mind, and visual perspective taking: evidence for simulation theory and the developmental role of language.
The results supported Harris' theory and a role for language in ToM and VPT development and showed that the development of VPT will be delayed.
Executive function in preschoolers: Links with theory of mind and verbal ability
Fifty preschool children (mean age 3:11 years) took part in an investigation of the relations between children's executive function performance, their understanding of mind and their language skills.
Cognitive Complexity and Attentional Control in the Bilingual Mind
In the analysis and control framework, Bialystok identifies analysis (representation) and control (selective attention) as components of language processing and has shown that one of these, control,
Executive control in a modified antisaccade task: Effects of aging and bilingualism.
The results showed that bilinguals resolved various types of response conflict faster than monolinguals and that this bilingual advantage generally increased with age, and a speculative interpretation of this pattern of results is offered in conclusion.
The development of children's theory of mind: The working memory explanation
Abstract The hypothesis that a growth in working memory capacity could explain the observed development of theory of mind in preschoolers was tested. Fifty-four 3- to 5-year-olds were administered:
Scaling of theory-of-mind tasks.
The sequence of understandings evident in preschoolers' developing theory of mind is addressed, where for most children if they passed a later item they passed all earlier items as well, as confirmed by Guttman and Rasch measurement model analyses.
Executive Function and Theory of Mind in 2 Year Olds: A Family Affair?
New batteries of EF and ToM tasks that were administered to 140 two-year-olds from predominantly disadvantaged families showed a strong association between EF and toM, which remained significant when effects of verbal ability were controlled.