Predictors of Theory of Mind performance in bilingual and monolingual children

• Autores: Milijana Buac, Margarita Kaushanskaya
• Localización: International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 24, Nº. 2, 2020, págs. 339-359
• Idioma: inglés
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• Resumen

  • Aims and objectives/purpose/research questions:

    The goal of the current study was to examine whether language and Executive Function (EF) skills predict Theory of Mind (ToM) performance in bilingual and monolingual children.

    Design/methodology/approach:

    Participants included 44 monolingual English-speaking children (MAge = 7.03, SD = 1.23), 44 simultaneous English-Spanish bilingual children (MAge = 7.36, SD = 1.18), and 27 English first language (L1) bilinguals (native English speakers learning Spanish through dual immersion programs; MAge = 7.58, SD = 1.24). In the second-order false belief task, children were asked to reason about one character’s thoughts about another character’s thoughts. Three components of EF were measured: inhibition (via a flanker task); updating of working memory (via a Corsi blocks task); and shifting (via a card sort task). The Clinical Evaluation of Language Fundamentals 4th Edition indexed omnibus English language skills.

    Data and analysis:

    Separate logistic regression models were constructed to analyze the predictors of ToM performance for each group controlling for age, socioeconomic status, and non-verbal IQ.

    Findings/conclusions:

    Language ability, but not EF skills, predicted ToM performance in simultaneous bilinguals. In contrast, EF skills but not language predicted ToM performance in monolinguals and in English L1 bilinguals.

    Originality:

    This is the first study to show that children with distinct language acquisition histories approach verbal ToM problems differently.

    Significance/implications:

    It appears that the linguistic demands of the ToM task take priority for children with lower levels of target-language ability, while the cognitive demands of the task take priority for children with higher levels of target-language ability.