| Abstract |
Acquiring a theory of mind (i.e., recognizing that human behaviour is governed by mental states such as beliefs and desires) enables young children to understand and engage in a wide range of sophisticated social interactions, including lies, jokes and shared pretend play. The litmus test for having a theory of mind has, for many years, been success on tasks involving predicting or explaining mistaken beliefs. In the West, children typically begin to pass such tasks between their 3rd and 5th birthdays. Yet findings from a recent meta-analysis suggest that Chinese preschoolers pass false belief tasks up to 2 years later, with children in Hong Kong performing even more poorly than their peers in mainland China. These findings have led to concerns that the intensely academic focus adopted by Hong Kong preschools may be constraining children's sociocognitive development. However, before seeking explanations for this striking cross-cultural contrast, at least two sets of methodological issues need to be addressed. First, very few studies have used carefully matched samples or applied statistical tests to establish whether contrasts simply reflect inappropriate translations or differing response styles / social norms. In addition, such studies rarely include direct measures of the environment (e.g., parental practices and expectations), even though these are needed to explain WHY there are group contrasts. Second, new task paradigms have shown that from as early as 15- to 18-months of age, children show looking and helping behaviours that appear to indicate false-belief awareness, such that failure on traditional false-belief tasks does not necessarily mean poor understanding of mind. To date, these novel paradigms have yet to be used in direct cross-cultural comparisons. Moreover, research with adults suggests that Chinese adults actually show superior use of 'theory of mind' skills, suggesting that any cultural contrasts observed in pre-schoolers are likely to be developmentally specific. There is, therefore, a pressing need both to increase the methodological rigour of existing research and to integrate cultural and developmental perspectives. This proposal uses two psychometric studies to address these twin challenges. Study 1 extends the developmental scope of this research field by comparing theory of mind use in 10-year-old children from the UK and Hong Kong, using a task battery that includes a newly developed silent film task. Study 1 also includes a battery of other cognitive tests (e.g., tests of language ability and executive function) and multi-informant, multi-measure ratings of social competence. In this way, Study 1 will also shed light on the cultural universality / specificity of the correlates of variation in older children's understanding of mind.Study 2 also has twin aims. The first of these is to test competing theoretical accounts of why children's spontaneous behaviours (e.g., looking, helping) appear to indicate a rudimentary understanding of mind long before they respond correctly to traditional false-belief tasks. Next, the most robust paradigms will be administered to pre-schoolers in Hong Kong (matched with their UK peers for age and verbal ability) to investigate the nature, magnitude and origins of cultural contrasts in children's understanding of mind. This collaborative venture promises to be fruitful as it brings together researchers with diverse areas of expertise (e.g., experimental task design, cognitive assessments, psychometrics). In addition, by partnering with researchers at the Hong Kong Institute of Education, the applicants are well placed to ensure that policy-relevant findings are disseminated efficiently to educational practitioners in Hong Kong; positive relations developed with the Faculty of Education in Cambridge will have a similar effectiveness of impact in the UK. |
