"Where's Wally?" Identifying theory of mind in school-based social skills interventions.

ABSTRACT: This mini configurative review links theory of mind (ToM) research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review's aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables (DVs) in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies (conducted from 2012 to 2019) on social-cognitive skill with typically-developing children ages 3-11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks

SUBMITTER: O'Grady AM 

PROVIDER: S-EPMC9646489 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature