On the relation between implicit and explicit Theory of Mind and linguistic competence - An empirical approach

Abstract

Theory of Mind (ToM) research demonstrated 3- to 4-year old children to show false belief (FB) understanding in forced-choice or anticipatory looking behavior. While anticipation is claimed to reflect implicit ToM knowledge which develops early and is not consciously accessible, children s forced choice behavior is believed to represent explicit ToM which allows for conscious access and is seems to be associated with linguistic competence. The present thesis tested the association of children s implicit and explicit ToM in a three-response options FB task, an informant parental questionnaire, and the relation to linguistic competence (224 children, 2 - 6 years). Data analysis revealed FB task complexity to affect anticipatory looking behavior and forced-choice responses. Differential effects due to choice of coding method highlight the sensitivity issues. Older children s FB forced choice performance was associated with language measures, while youngest children seemed to be capable to apply implicit ToM reasoning strategies. Findings of the present thesis led to the formulation of an integrative dual process model of ToM development and reasoning.