ArticlePloS one2020
Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood?
Article in PloS one, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review and meta-analysis of social cognition training success across the healthy lifespan.Scientific reports · 2022Pooled it
- Parental psychological control and depressive symptomatology in Chinese junior middle school students: a moderated mediation model.BMC psychology · 2025Article
- Tinnitus: Does it Lead to Impairments in Metacognitive Functions and the Theory of Mind Skills?Turkish archives of otorhinolaryngology · 2025Article
- What are they all doing in that restaurant? Perspectives on the use of theory of mind.Frontiers in psychology · 2024Article
- Parental strategies to promote theory of mind development in autistic children of color.Frontiers in psychology · 2024Article
- Individual characteristics of physical and mental development and their connection with regular physical exercises when playing basketball.Current psychology (New Brunswick, N.J.) · 2022Article
- How Inclusive Interactive Learning Environments Benefit Students Without Special Needs.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Previous research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood. In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting-classes containing children with disabilities (inclusive) or without such children (general education)-is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.