期刊
INFANT AND CHILD DEVELOPMENT
卷 31, 期 6, 页码 -出版社
WILEY
DOI: 10.1002/icd.2356
关键词
longitudinal; math abilities; reading abilities; school achievement; theory of mind; working memory
资金
- German Research Council [SO213/27-1,2]
Theory of mind (ToM) and executive functioning play important roles in children's academic abilities. Early mathematical abilities and ToM development predict math performance, while reading performance is associated with working memory and verbal IQ.
Both theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence of these two abilities on children's math and reading performance at 7 years of age. We found that math performance was predicted by concurrent working memory as well as by preschool numerical abilities and ToM. Reading performance was predicted by concurrent working memory and verbal IQ at 6 years. This corroborates earlier research demonstrating the importance of executive functioning (working memory) and ToM for later academic abilities. We argue that ToM may be an important developmental precursor of math performance because both require an understanding of representations.
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