MEMAHAMI EMOSI DAN PIKIRAN ANAK: PERAN EMOTION AND MENTAL STATE TALK SEBAGAI MEDIATOR HUBUNGAN ANTARA PARENTAL MIND-MINDEDNESS DAN THEORY OF MIND
Understanding Children's Emotions and Minds: The Role of Emotion Mental State Talk as A Mediator of The Relationship between Parental Mind-Mindedness and Theory of Mind
DOI:
https://doi.org/10.24156/jikk.2025.18.2.107Keywords:
mediator, pembicaraan emosi dan pikiran, pengasuhan anak, pikiran-pikiran orang tua, teori pikiranAbstract
Anak perlu memahami pikiran dan perasaan orang lain (theory of mind/ToM) agar dapat berinteraksi secara sosial. Penelitian ini bertujuan untuk mengetahui hubungan antara parental mind-mindedness (PMM), emotion and mental state talk (EMST), serta kemampuan ToM pada anak. Selain itu, penelitian ini juga menguji peran EMST dari ayah dan ibu sebagai mediator dalam hubungan antara PMM dan ToM. Responden dalam penelitian ini terdiri atas 67 triad (ayah, ibu, dan anak berusia 4–7 tahun) yang dipilih dengan teknik purposive sampling. Alat ukur yang digunakan dalam penelitian ini meliputi ToM Scale (α = 0,98), PMM Coding Manual oleh Meins dan Fernyhough (2015) (α = 0,31), serta vignette EMST (α ibu = 0,217; α ayah = 0,249). Hasil penelitian menunjukkan bahwa PMM berkorelasi positif dengan EMST ayah dan ibu. Selanjutnya, EMST ayah berkorelasi dengan EMST pada ibu serta dengan ToM anak. Hasil analisis menggunakan Process (Model 4) menunjukkan bahwa PMM berhubungan secara positif dengan ToM melalui mediasi EMST aya. Namun demikian, PMM tidak menunjukkan hubungan dengan ToM melalui EMST ibu.
References
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Arioli, M., Crespi, C., & Canessa, N. (2018). Social cognition through the lens of cognitive and clinical neuroscience. BioMed Research International, 1–18. https://doi.org/10.1155/2018/4283427
Ashari, Y. (2017). Fatherless in Indonesia and its impact on children’s psychological development. Psikoislamika, 15(1), 35–40. https://doi.org/10.18860/psi.v15i1.6661
Cabrera, N. J., Volling, B. L., & Barr, R. (2018). Fathers are parents, too! Widening the lens on parenting for children’s development. Child Development Perspectives, 12(3), 152–157. https://doi.org/10.1111/cdep.12275
Centifanti, L. C. M., Meins, E., & Fernyhough, C. (2016). Callous-unemotional traits and impulsivity: Distinct longitudinal relations with mind-mindedness and understanding of others. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(1), 84–92. https://doi.org/10.1111/jcpp.12445
Chan, M. H., Wang, Z., Devine, R. T., & Hughes, C. (2020). Parental mental-state talk and false belief understanding in Hong Kong children. Cognitive Development, 55, 100926. https://doi.org/10.1016/j.cogdev.2020.100926
Devine, R. T., & Hughes, C. (2017). Let’s talk: Parents’ mental talk (not mind-mindedness or mindreading capacity) predicts children’s false belief understanding. Child Development, 90(4), 1–18. https://doi.org/10.1111/cdev.12990
Dore, R. A., & Lillard, A. S. (2014). Do children prefer mentalistic descriptions? Journal of Genetic Psychology, 175(1), 1–15. https://doi.org/10.1080/00221325.2013.805712
Drummond, J., Paul, E. F., Waugh, W. E., Hammond, S. I., & Brownell, C. A. (2014). Here, there and everywhere: Emotion and mental state talk in different social contexts predicts empathic helping in toddlers. Frontiers in Psychology, 5(361), 1–11. https://doi.org/10.3389/fpsyg.2014.00361
Erickson, J. J. (2015). Fathers don’t mother and mothers don’t father: What social science research indicates about the distinctive contributions of mothers and fathers to children’s development. Social Science Research Network, 1–30. https://doi.org/10.2139/ssrn.2519862
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publication Ltd.
Fink, E., Begeer, S., Peterson, C. C., Slaughter, V., & de Rosnay, M. (2015). Friendlessness and theory of mind: A prospective longitudinal study. British Journal of Developmental Psychology, 33(1), 1–17. https://doi.org/10.1111/bjdp.12060
Fu, G., Xiao, W. S., Killen, M., & Lee, K. (2014). Moral judgment and its relation to second-order theory of mind. Developmental Psychology, 50(8), 2085–2092. https://doi.org/10.1037/a0037077
Goffin, K. C., Kochanska, G., & Yoon, J. E. (2020). Children’s theory of mind as a mechanism linking parents’ mind-mindedness in infancy with children’s conscience. Journal of Experimental Child Psychology, 193. https://doi.org/10.1016/j.jecp.2019.104784
Hallers-Haalboom, E. T., Groeneveld, M. G., van Berkel, S. R., Endendijk, J. J., van der Pol, L. D., Bakermans-Kranenburg, M. J., & Mesman, J. (2016). Wait until your mother gets home! Mothers’ and fathers’ discipline strategies. Social Development, 25(1), 82–98. https://doi.org/10.1111/sode.12130
Hughes, C., Devine, R. T., & Wang, Z. (2017). Does parental mind-mindedness account for cross-cultural differences in preschoolers’ theory of mind? Child Development, 89(4), 1–15. https://doi.org/10.1111/cdev.12746
Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140
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Kelly, D. (2018). Generative fatherhood and children’s future civic engagement: A conceptual model of the relationship between paternal engagement and child’s developing prosocial skills. Journal of Human Behavior in the Social Environment, 28(3), 303–314. https://doi.org/10.1080/10911359.2017.1418469
Kuntoro, I. A., Herman, N. A., & Wiswanti, I. U. (2023). The role of morally relevant theory of mind and parents’ emotional expression on prosocial lying children aged 7–9. Jurnal Ilmu Keluarga dan Konsumen, 16(3), 238–248. https://doi.org/10.24156/jikk.2023.16.3.238
Kuntoro, I. A., Peterson, C. C., & Slaughter, V. (2017). Culture, parenting, and children’s theory of mind development in Indonesia. Journal of Cross-Cultural Psychology, 48(9), 1389–1409. https://doi.org/10.1177/0022022117725404
LaBounty, J., Wellman, H. M., Olson, S., Lagattuta, K., & Liu, D. (2008). Mothers’ and fathers’ use of internal state talk with their young children. Social Development, 17(4), 757–775. https://doi.org/10.1111/j.1467-9507.2007.00450.x
Leblanc, É., Bernier, A., & Howe, N. (2017). The more the merrier? Sibling composition and early manifestations of theory of mind in toddlers. Journal of Cognition and Development, 18(3), 375–391. https://doi.org/10.1080/15248372.2017.1327438
Lecce, S., & Devine, R. T. (2022). Theory of mind at school: Academic outcomes and the influence of the school context. Infant and Child Development, 31(1), 1. https://doi.org/10.1002/icd.2274
Liu, H., Wu, F., Li, S., & Zhang, H. (2024). Mothers’ mental state talk and 3- to 5-year-old children’s theory of mind: Their reciprocal dynamic Impact. Behavioral Sciences, 14(568), 1–13. https://doi.org/10.3390/bs14070568
Lundy, B. L. (2013). Paternal and maternal mind-mindedness and preschoolers’ theory of mind: The mediating role of interactional attunement. Social Development, 22(1), 58–74. https://doi.org/10.1111/sode.12009
Lundy, B. L., & Fyfe, G. (2015). Preschoolers’ mind-related comments during collaborative problem-solving: Parental contributions and developmental outcomes. Social Development, 25(4), 722–741. https://doi.org/10.1111/sode.12176
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medical, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
McMahon, C. A., & Bernier, A. (2017). Twenty years of research on parental mind-mindedness: Empirical findings, theoretical and methodological challenges, and new directions. Developmental Review, 46, 54–80. https://doi.org/10.1016/j.dr.2017.07.001
Meins, E., & Fernyhough, C. (2015). Mind-mindedness coding manual, version 2.2. University of York.
Meins, E., Fernyhough, C., & Harris-Waller, J. (2014). Is mind-mindedness trait-like or a quality of close relationships? Evidence from descriptions of significant others, famous people, and works of art. Cognition, 130(3), 417–427. https://doi.org/10.1016/j.cognition.2013.11.009
Nisa, H., Puspitarini, L. M., & Zahrohti, M. L. (2022). Perbedaan peran ibu dan ayah dalam pengasuhan anak pada keluarga Jawa. Jurnal Multidisiplin West Science, 1(2), 244–255. https://doi.org/10.58812/jmws.v1i02.68
Novianti, R., Suarman, S., & Islami, N. (2023). Parenting in cultural perspective: A systematic review of paternal role across cultures. Journal of Ethnic and Cultural Studies, 10(1), 22–44. https://doi.org/10.29333/ejecs/1287
Rad, M. S., Martingano, A. J., & Ginges, J. (2018). Toward a psychology of homo sapiens: Making psychological science more representative of the human population. Proceedings of the National Academy of Sciences of the United States of America, 115(45), 11401–11405. https://doi.org/10.1073/pnas.1721165115
Rahmah, F. (2019). Fathers’ involvement in early childhood education in indonesia. 2nd International Conference on Social Science, Humanities & Education, 114–122. https://doi.org/10.2991/assehr.k.200808.024
Rakoczy, H. (2022). Foundations of theory of mind and its development in early childhood. Nature Reviews Psychology, 1(4), 223–235. https://doi.org/10.1038/s44159-022-00037-z
Reynolds, E., Garrett-Peters, P., Bratsch-Hines, M., Vernon-Feagans, L., Vernon Feagans, L., Cox, M., Blair, C., Burchinal, P., Burton, L., Crnic, K., Crouter, A., Garrett-Peters, P., Greenberg, M., Lanza, S., Mills-Koonce, R., & Werner, E. (2020). Mothers’ and fathers’ mental state talk: Ethnicity, partner talk, and sensitivity. Journal of Marriage and Family, 82(5), 1696–1716. https://doi.org/10.1111/jomf.12675
Rizqi, N. P. A., Kuntoro, I. A., & Halim, L. (2022). Urban–rural influences on parenting and theory of mind development: an intracultural comparative study in Indonesia. Psychological Research on Urban Society, 5(1), 30–42. https://doi.org/10.7454/proust.v5i1.126
Schurz, M., Radua, J., Tholen, M. G., Maliske, L., Margulies, D. S., Mars, R. B., Sallet, J., & Kanske, P. (2021). Toward a hierarchical model of social cognition: a neuroimaging meta-analysis and integrative review of empathy and theory of mind. Psychological Bulletin, 147(3), 293–327. https://doi.org/10.1037/bul0000303
Sehlstedt, I., Hansson, I., & Hjelmquist, E. (2024). The longitudinal relations between mental state talk and theory of mind. BMC Psychology, 12(191), 1–17. https://doi.org/10.1186/s40359-024-01692-y
Sethna, V., Perry, E., Domoney, J., Iles, J., Psychogiou, L., Rowbotham, N. E. L., Stein, A., Murray, L., & Ramchandani, P. G. (2017). Father–child interactions at 3 months and 24 months: Contributions to children’s cognitive development at 24 months. Infant Mental Health Journal, 38(3), 378–390. https://doi.org/10.1002/imhj.21642
Shahaeian, A. (2015). Sibling, family, and social influences on children’s theory of mind understanding: New evidence from diverse intracultural samples. Journal of Cross-Cultural Psychology, 46(6), 805–820. https://doi.org/10.1177/0022022115583897
Slaughter, V., & De Rosnay, M. (2017). Theory of mind development in context. Taylor & Francis Group.
Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta-analysis of theory of mind and peer popularity in the preschool and early school years. Child Development, 86(4), 1159–1174. https://doi.org/10.1111/cdev.12372
Taumoepeau, M., Sadeghi, S., & Nobilo, A. (2019). Cross-cultural differences in children’s theory of mind in Iran and New Zealand: The role of caregiver mental state talk. Cognitive Development, 51, 32–45. https://doi.org/10.1016/j.cogdev.2019.05.004
Tompkins, V., Benigno, J. P., Kiger Lee, B., & Wright, B. M. (2018). The relation between parents’ mental state talk and children’s social understanding: A meta-analysis. Social Development, 27(2), 223–246. https://doi.org/10.1111/sode.12280
Wellman, H. (2015). Theory of mind. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging trends in the social and behavioral sciences (pp. 1–17). Wiley. https://doi.org/10.1002/9781118900772.etrds0360
Wellman, H. M. (2018). Theory of mind: The state of the art*. European Journal of Developmental Psychology, 15(6), 728–755. https://doi.org/10.1080/17405629.2018.1435413
Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
Widhyastuti, C., & Annisa, N. M. (2024). Bersama dan bahagia: Peran co-parenting dan couple conflict terhadap relationship flourishing pada ayah. Jurnal Ilmu Keluarga dan Konsumen, 17(2), 195–207. https://doi.org/10.24156/jikk.2024.17.2.195Aldrich, N. J., Chen, J., & Alfieri, L. (2021). Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis. Developmental Review, 60, 1–25. https://doi.org/10.1016/j.dr.2021.100946
Arioli, M., Crespi, C., & Canessa, N. (2018). Social cognition through the lens of cognitive and clinical neuroscience. BioMed Research International, 1–18. https://doi.org/10.1155/2018/4283427
Ashari, Y. (2017). Fatherless in Indonesia and its impact on children’s psychological development. Psikoislamika, 15(1), 35–40. https://doi.org/10.18860/psi.v15i1.6661
Cabrera, N. J., Volling, B. L., & Barr, R. (2018). Fathers are parents, too! Widening the lens on parenting for children’s development. Child Development Perspectives, 12(3), 152–157. https://doi.org/10.1111/cdep.12275
Centifanti, L. C. M., Meins, E., & Fernyhough, C. (2016). Callous-unemotional traits and impulsivity: Distinct longitudinal relations with mind-mindedness and understanding of others. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(1), 84–92. https://doi.org/10.1111/jcpp.12445
Chan, M. H., Wang, Z., Devine, R. T., & Hughes, C. (2020). Parental mental-state talk and false belief understanding in Hong Kong children. Cognitive Development, 55, 100926. https://doi.org/10.1016/j.cogdev.2020.100926
Devine, R. T., & Hughes, C. (2017). Let’s talk: Parents’ mental talk (not mind-mindedness or mindreading capacity) predicts children’s false belief understanding. Child Development, 90(4), 1–18. https://doi.org/10.1111/cdev.12990
Dore, R. A., & Lillard, A. S. (2014). Do children prefer mentalistic descriptions? Journal of Genetic Psychology, 175(1), 1–15. https://doi.org/10.1080/00221325.2013.805712
Drummond, J., Paul, E. F., Waugh, W. E., Hammond, S. I., & Brownell, C. A. (2014). Here, there and everywhere: Emotion and mental state talk in different social contexts predicts empathic helping in toddlers. Frontiers in Psychology, 5(361), 1–11. https://doi.org/10.3389/fpsyg.2014.00361
Erickson, J. J. (2015). Fathers don’t mother and mothers don’t father: What social science research indicates about the distinctive contributions of mothers and fathers to children’s development. Social Science Research Network, 1–30. https://doi.org/10.2139/ssrn.2519862
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). Sage Publication Ltd.
Fink, E., Begeer, S., Peterson, C. C., Slaughter, V., & de Rosnay, M. (2015). Friendlessness and theory of mind: A prospective longitudinal study. British Journal of Developmental Psychology, 33(1), 1–17. https://doi.org/10.1111/bjdp.12060
Fu, G., Xiao, W. S., Killen, M., & Lee, K. (2014). Moral judgment and its relation to second-order theory of mind. Developmental Psychology, 50(8), 2085–2092. https://doi.org/10.1037/a0037077
Goffin, K. C., Kochanska, G., & Yoon, J. E. (2020). Children’s theory of mind as a mechanism linking parents’ mind-mindedness in infancy with children’s conscience. Journal of Experimental Child Psychology, 193. https://doi.org/10.1016/j.jecp.2019.104784
Hallers-Haalboom, E. T., Groeneveld, M. G., van Berkel, S. R., Endendijk, J. J., van der Pol, L. D., Bakermans-Kranenburg, M. J., & Mesman, J. (2016). Wait until your mother gets home! Mothers’ and fathers’ discipline strategies. Social Development, 25(1), 82–98. https://doi.org/10.1111/sode.12130
Hughes, C., Devine, R. T., & Wang, Z. (2017). Does parental mind-mindedness account for cross-cultural differences in preschoolers’ theory of mind? Child Development, 89(4), 1–15. https://doi.org/10.1111/cdev.12746
Imuta, K., Henry, J. D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140
Jenkins, J. M., Turrell, S. L., Kogushi, Y., Lollis, S., & Ross, H. S. (2003). A Longitudinal investigation of the dynamics of mental state talk in families. Child Development, 74(3), 905–920. https://doi.org/10.1111/1467-8624.00575
Kelly, D. (2018). Generative fatherhood and children’s future civic engagement: A conceptual model of the relationship between paternal engagement and child’s developing prosocial skills. Journal of Human Behavior in the Social Environment, 28(3), 303–314. https://doi.org/10.1080/10911359.2017.1418469
Kuntoro, I. A., Herman, N. A., & Wiswanti, I. U. (2023). The role of morally relevant theory of mind and parents’ emotional expression on prosocial lying children aged 7–9. Jurnal Ilmu Keluarga dan Konsumen, 16(3), 238–248. https://doi.org/10.24156/jikk.2023.16.3.238
Kuntoro, I. A., Peterson, C. C., & Slaughter, V. (2017). Culture, parenting, and children’s theory of mind development in Indonesia. Journal of Cross-Cultural Psychology, 48(9), 1389–1409. https://doi.org/10.1177/0022022117725404
LaBounty, J., Wellman, H. M., Olson, S., Lagattuta, K., & Liu, D. (2008). Mothers’ and fathers’ use of internal state talk with their young children. Social Development, 17(4), 757–775. https://doi.org/10.1111/j.1467-9507.2007.00450.x
Leblanc, É., Bernier, A., & Howe, N. (2017). The more the merrier? Sibling composition and early manifestations of theory of mind in toddlers. Journal of Cognition and Development, 18(3), 375–391. https://doi.org/10.1080/15248372.2017.1327438
Lecce, S., & Devine, R. T. (2022). Theory of mind at school: Academic outcomes and the influence of the school context. Infant and Child Development, 31(1), 1. https://doi.org/10.1002/icd.2274
Liu, H., Wu, F., Li, S., & Zhang, H. (2024). Mothers’ mental state talk and 3- to 5-year-old children’s theory of mind: Their reciprocal dynamic Impact. Behavioral Sciences, 14(568), 1–13. https://doi.org/10.3390/bs14070568
Lundy, B. L. (2013). Paternal and maternal mind-mindedness and preschoolers’ theory of mind: The mediating role of interactional attunement. Social Development, 22(1), 58–74. https://doi.org/10.1111/sode.12009
Lundy, B. L., & Fyfe, G. (2015). Preschoolers’ mind-related comments during collaborative problem-solving: Parental contributions and developmental outcomes. Social Development, 25(4), 722–741. https://doi.org/10.1111/sode.12176
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medical, 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
McMahon, C. A., & Bernier, A. (2017). Twenty years of research on parental mind-mindedness: Empirical findings, theoretical and methodological challenges, and new directions. Developmental Review, 46, 54–80. https://doi.org/10.1016/j.dr.2017.07.001
Meins, E., & Fernyhough, C. (2015). Mind-mindedness coding manual, version 2.2. University of York.
Meins, E., Fernyhough, C., & Harris-Waller, J. (2014). Is mind-mindedness trait-like or a quality of close relationships? Evidence from descriptions of significant others, famous people, and works of art. Cognition, 130(3), 417–427. https://doi.org/10.1016/j.cognition.2013.11.009
Nisa, H., Puspitarini, L. M., & Zahrohti, M. L. (2022). Perbedaan peran ibu dan ayah dalam pengasuhan anak pada keluarga Jawa. Jurnal Multidisiplin West Science, 1(2), 244–255. https://doi.org/10.58812/jmws.v1i02.68
Novianti, R., Suarman, S., & Islami, N. (2023). Parenting in cultural perspective: A systematic review of paternal role across cultures. Journal of Ethnic and Cultural Studies, 10(1), 22–44. https://doi.org/10.29333/ejecs/1287
Rad, M. S., Martingano, A. J., & Ginges, J. (2018). Toward a psychology of homo sapiens: Making psychological science more representative of the human population. Proceedings of the National Academy of Sciences of the United States of America, 115(45), 11401–11405. https://doi.org/10.1073/pnas.1721165115
Rahmah, F. (2019). Fathers’ involvement in early childhood education in indonesia. 2nd International Conference on Social Science, Humanities & Education, 114–122. https://doi.org/10.2991/assehr.k.200808.024
Rakoczy, H. (2022). Foundations of theory of mind and its development in early childhood. Nature Reviews Psychology, 1(4), 223–235. https://doi.org/10.1038/s44159-022-00037-z
Reynolds, E., Garrett-Peters, P., Bratsch-Hines, M., Vernon-Feagans, L., Vernon Feagans, L., Cox, M., Blair, C., Burchinal, P., Burton, L., Crnic, K., Crouter, A., Garrett-Peters, P., Greenberg, M., Lanza, S., Mills-Koonce, R., & Werner, E. (2020). Mothers’ and fathers’ mental state talk: Ethnicity, partner talk, and sensitivity. Journal of Marriage and Family, 82(5), 1696–1716. https://doi.org/10.1111/jomf.12675
Rizqi, N. P. A., Kuntoro, I. A., & Halim, L. (2022). Urban–rural influences on parenting and theory of mind development: an intracultural comparative study in Indonesia. Psychological Research on Urban Society, 5(1), 30–42. https://doi.org/10.7454/proust.v5i1.126
Schurz, M., Radua, J., Tholen, M. G., Maliske, L., Margulies, D. S., Mars, R. B., Sallet, J., & Kanske, P. (2021). Toward a hierarchical model of social cognition: a neuroimaging meta-analysis and integrative review of empathy and theory of mind. Psychological Bulletin, 147(3), 293–327. https://doi.org/10.1037/bul0000303
Sehlstedt, I., Hansson, I., & Hjelmquist, E. (2024). The longitudinal relations between mental state talk and theory of mind. BMC Psychology, 12(191), 1–17. https://doi.org/10.1186/s40359-024-01692-y
Sethna, V., Perry, E., Domoney, J., Iles, J., Psychogiou, L., Rowbotham, N. E. L., Stein, A., Murray, L., & Ramchandani, P. G. (2017). Father–child interactions at 3 months and 24 months: Contributions to children’s cognitive development at 24 months. Infant Mental Health Journal, 38(3), 378–390. https://doi.org/10.1002/imhj.21642
Shahaeian, A. (2015). Sibling, family, and social influences on children’s theory of mind understanding: New evidence from diverse intracultural samples. Journal of Cross-Cultural Psychology, 46(6), 805–820. https://doi.org/10.1177/0022022115583897
Slaughter, V., & De Rosnay, M. (2017). Theory of mind development in context. Taylor & Francis Group.
Slaughter, V., Imuta, K., Peterson, C. C., & Henry, J. D. (2015). Meta-analysis of theory of mind and peer popularity in the preschool and early school years. Child Development, 86(4), 1159–1174. https://doi.org/10.1111/cdev.12372
Taumoepeau, M., Sadeghi, S., & Nobilo, A. (2019). Cross-cultural differences in children’s theory of mind in Iran and New Zealand: The role of caregiver mental state talk. Cognitive Development, 51, 32–45. https://doi.org/10.1016/j.cogdev.2019.05.004
Tompkins, V., Benigno, J. P., Kiger Lee, B., & Wright, B. M. (2018). The relation between parents’ mental state talk and children’s social understanding: A meta-analysis. Social Development, 27(2), 223–246. https://doi.org/10.1111/sode.12280
Wellman, H. (2015). Theory of mind. In R. A. Scott & S. M. Kosslyn (Eds.), Emerging trends in the social and behavioral sciences (pp. 1–17). Wiley. https://doi.org/10.1002/9781118900772.etrds0360
Wellman, H. M. (2018). Theory of mind: The state of the art*. European Journal of Developmental Psychology, 15(6), 728–755. https://doi.org/10.1080/17405629.2018.1435413
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