Children aged 3 to 12 years (n=184) with typical development, deafness, autism or Asperger Syndrome took a series of theory-of-mind (ToM) tasks to confirm and extend previous developmental scaling evidence. A new sarcasm task, in the format of Wellman and Liu’s (2004) 5-step ToM scale, added a statistically reliable sixth step to the scale for all diagnostic groups. A key previous finding, divergence in task sequencing for children with autism, was confirmed. Comparisons among diagnostic groups, controlling age and language ability, showed that typical developers mastered the six ToM steps ahead of each of the three disabled groups, with implications for ToM theories. The final (sarcasm) task challenged even nondisabled 9-year-olds, demonstrating the new scale’s sensitivity to post-preschool ToM growth.

To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery. In line with our predictions, the children from Iran conformed to a distinctive sequence previously observed only in children in China. In contrast to the case with children from Australia (and the United States), knowledge access was understood earlier than opinion diversity in children from Iran, consistent with this collectivist culture's emphasis on filial respect, dispute avoidance, and acquiring knowledge. Having a sibling was linked with faster overall ToM progress in Australia only and was not related to scale sequences in either culture.

It has been argued that children who possess an advanced theory of mind (ToM) are more likely to act prosocially, yet the empirical findings are mixed. To address this issue definitively, a meta-analytic integration of all prior literature that met appropriate inclusion criteria was conducted. In total, 76 studies including 6,432 children between 2 and 12 years of age contributed to these analyses. Collapsed across all studies, a significant association emerged (r = .19), indicating that children with higher ToM scores also received higher scores on concurrent measures of prosocial behavior. The magnitude of this effect was similar across ToM assessments requiring identification of others' cognitions versus emotions, and it existed irrespective of whether the ToM measure imposed demands on false belief reasoning or not. The association with ToM was also evident for different subtypes of prosocial behavior (helping, cooperating, comforting). ToM had a similar effect for boys and girls, but was slightly stronger in children aged 6 years or older, relative to their younger peers. Taken together, these findings provide the strongest evidence to date that being able to explicitly consider what other people are thinking and feeling is related to children's tendencies to act prosocially, although the magnitude of the association is relatively weak. (PsycINFO Database Record

Eighty-three 12-month-old infants faced a noisy, active, object for one minute, after which the object turned 45 degrees to the left or the right. Five conditions explored what object features elicited gaze-following behavior in the infants. In one condition, the object was an adult stranger. The other four conditions used a soft, brown, dog-sized, amorphouslyshaped, asymmetrical novel object that varied along two dimensions theorized as central to the identification of intentional beings: facial features and contingently interactive behavior. Infants shifted their own attentional direction to match the orientation of the actor or object in every condition except the one in which the object lacked both a face and contingently interactive behavior. Infants' 'gaze'-following behavior in general, therefore, appears to have been driven selectively by a particular configuration of behavioral and morphological characteristics, specifically those theorized as underlying attributions of intentionality rather than attributions of person per se.

It has been argued that children who possess an advanced theory of mind (ToM) are viewed positively by their peers, but the empirical findings are mixed. This meta-analysis of 20 studies including 2,096 children (aged from 2 years, 8 months to 10 years) revealed a significant overall association (r = .19) indicating that children with higher ToM scores were also more popular in their peer group. The effect did not vary with age. The effect was weaker for boys (r = .12) compared to girls (r = .30). ToM was more strongly associated with popularity (r = .23) than with rejection (r = .13). These findings confirm that ToM development has significant implications for children's peer relationships.