Zhenlin Wang|Rory T. Devine|Keri Ka?Yee Wong|Claire Hughes
Theory of mind and executive function during middle childhood across cultures
Education University of Hong Kong|University of Cambridge|University of Cambridge|University of Cambridge
previous studies preschoolers reported eastwest contrasts childrens executive function eastwest theory mind eastwest crosscultural study two samples older children united kingdom hong kong aimed test competing accounts contrasts focus either global effects culture specific effects pedagogical experience groups children hong kong outperformed british children executive function tasks respect executive function general cultural influences appear salient contrast compared uk counterparts children attending local schools hong kong attending britishbased international schools hong kong performed poorly ageappropriate tests theory mind respect theory mind therefore pedagogical experiences appear salient factors related broad contrast individualist collectivist cultures findings also contribute debate surrounding relationship theory mind executive function although scores two sets tasks robustly correlated within country double dissociation delayed theory mind superior executive function children local schools hong kong compared uk peers suggests variation executive function may necessary sufficient explain variation theory mind