The curious relation between theory of mind and sharing in preschool age children

15Citations
Citations of this article
101Readers
Mendeley users who have this article in their library.

Abstract

© 2015 Cowell et al. Young children have long been known to act selfishly and gradually appear to become more generous across middle childhood. While this apparent change has been well documented, the underlying mechanisms supporting this remain unclear. The current study examined the role of early theory of mind and executive functioning in facilitating sharing in a large sample (N = 98) of preschoolers. Results reveal a curious relation between early false-belief understanding and sharing behavior. Contrary to many commonsense notions and predominant theories, competence in this ability is actually related to less sharing. Thus, the relation between developing theory of mind and sharing may not be as straightforward as it seems in preschool age children. It is precisely the children who can engage in theory of mind that decide to share less with others.

Cite

CITATION STYLE

APA

Cowell, J. M., Samek, A., List, J., & Decety, J. (2015). The curious relation between theory of mind and sharing in preschool age children. PLoS ONE, 10(2). https://doi.org/10.1371/journal.pone.0117947

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free