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Meta-analysis data concerning popularity, theory of mind and interaction in experiments.

Akihito Imai1

  • 1Kobe University, Japan.

Data in Brief
|January 1, 2020
PubMed
Summary

Theory of Mind (ToM) skills are linked to popularity in children. This study analyzed data from 1946 children across 17 studies, comparing how ToM assessment methods influence this association.

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Area of Science:

  • Developmental Psychology
  • Social Psychology
  • Cognitive Science

Background:

  • Theory of Mind (ToM) is crucial for social understanding.
  • Previous research suggests a link between ToM and popularity in children.
  • The method of assessing ToM may influence observed effect sizes.

Purpose of the Study:

  • To analyze effect sizes concerning the association between Theory of Mind and popularity.
  • To compare effect sizes based on the method of ToM assessment (in-person vs. computer-based).

Main Methods:

  • Meta-regression analysis was employed.
  • Data from 17 studies, including 1946 children (22 effect sizes), were analyzed.
  • Effect sizes were compared between interaction groups (in-person ToM assessment) and non-interaction groups (computer-based ToM assessment).
Keywords:
InteractionMeta-analysisPopularityTheory of mind

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Main Results:

  • The meta-regression identified variations in effect sizes based on ToM assessment methods.
  • Preliminary analysis suggests differences in the strength of the ToM-popularity association depending on assessment type.

Conclusions:

  • The findings highlight the importance of considering assessment methodology in ToM research.
  • Further investigation is needed to fully understand how different ToM assessment techniques impact the observed relationship with popularity.