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Reducing the language content in ToM tests: A developmental scale.

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Linguistics

Background:

  • Theory of Mind (ToM) is crucial for social cognition.
  • Assessing ToM without language confounds is vital for impaired populations.
  • Previous ToM scales may inadvertently measure language comprehension.

Purpose of the Study:

  • To statistically evaluate the reliable scalability of non-verbal Theory of Mind (ToM) tasks.
  • To develop a language-independent ToM assessment tool.
  • To investigate the relationship between language and ToM development.

Main Methods:

  • Utilized low-verbal versions of Wellman and Liu's (2004) ToM tasks.
  • Tested 234 children aged 2.5 to 11.9 years.
  • Applied Guttman and Rasch models for scalability analysis.

Main Results:

  • Five tasks formed a reliable scale under both Guttman and Rasch models.
  • All six tasks formed a scale under the Rasch model alone.
  • The Explicit False Belief task was included, but the Knowledge Access task was excluded.

Conclusions:

  • A reliable, language-independent ToM scale can be formed with five tasks.
  • The Knowledge Access task may confound ToM assessment with language understanding.
  • This tool aids ToM research in non-verbal or language-impaired populations.