Development and use of theory of mind in social and cultural context

Abstract

Theory of mind (ToM) is a key social‐cognitive skill that allows individuals to understand and attribute mental states to others; it facilitates relationships and helps individuals navigate the social world. Thus, it is likely influenced by social and cultural contexts. In this article, we review studies that examine the potential ways through which sociocultural context interacts with the development and use of ToM in Western and non‐Western societies. First, we summarize findings documenting the link between culture and timing of ToM acquisition. Second, we examine cross‐cultural studies on how culture can be related to the sequential development of different dimensions of ToM. Third, we discuss when and how cultural group membership of the targets influences the use of ToM. Finally, we suggest avenues for research so the field can understand more comprehensively the dynamic interactions between sociocultural context and the development and use of ToM.

Biological and cognitive mechanisms and the role of culture in theory of mind development: In need of an integrative, biocultural perspective?

“…Cultural identity, namely a personal understanding of how the self is defined in relation to the overall cultural group(s) (Kroger, 2006;Schwartz & Pantin, 2006), might also be a variable of interest in future studies. Perceived cultural group membership, interdependence, and reduced prejudice (see Bourhis et al, 1997) have been positively associated with the frequency, as well as the accuracy of mentalizing in both individualistic and collectivist settings (see Rhodes & Wellman, 2017;Selcuk et al, 2022). There is also evidence to suggest that individuals are more likely to simulate the mental states of persons that they perceive as more similar to themselves and that the activation of neural networks involved in ToM reasoning might actually be moderated by such similarity patterns (Mahy et al, 2014).…”

“…Yet in the same study, family size was negatively related to SES as well. There have been suggestions that children from disadvantaged backgrounds might be at risk of delayed ToM development, as a result of poorer nutrition and higher levels of stress, more authoritarian parenting practices, reduced levels of mental state talk an d elaborated causal reasoning as a function of parental educational level, or lack of appropriate materials to support quality interactions (see Devine & Hughes, 2018;Selcuk & Yucel, 2017;Selcuk et al, 2022). Regarding these possible SES-related moderators of early ToM development, links have been drawn, for example, between the latter and parental mind-mindedness (Devine & Hughes, 2018;Laranjo et al, 2014) or conversational exposure to mental state terms within the family setting (Mayer & Träuble, 2013;Ruffman et al, 2002).…”

“…In parallel, cross-cultural studies have revealed a significant degree of universality, but also certain variations in early ToM timelines (e.g., Selcuk et al, 2022;Yu & Wellman, 2022; see also Wellman, 2018b). Yet, we still know little about the possible sociocultural modulation of advanced ToM capacities in phases of continuing sensitivity for relevant information processing, such as adolescence or emerging adulthood, or as a function of phase-specific adaptive demands over the course of life (see Bjorklund & Blasi, 2015;Brüne & Brüne-Cohrs, 2006;Valle et al, 2015).…”

Representation of Others' Beliefs

“…This may be because collectivist cultural norms emphasize mutual agreement, group harmony, and cohesion, which necessitate shared beliefs or actions. Furthermore, cultural similarity often leads individuals to represent other's belief more accurately and frequently (Selcuk et al, 2023). For instance, children had better mentalizing accuracy when it comes to their own group members compared to members of other groups (Glidden et al, 2021).…”

Attachment-Based Mentalization Profiles of Iranian Children: A Mixed-Method Approach

“…SES is one of the important factors that affect children's social understanding and the speed of theory of mind development. According to their level of SES, people internalize and display different levels of individualistic or collectivist values [19]. In low-SES families, parents report lower RF and children experience more stress in parent-child relationships.…”