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dc.contributor.advisorTaumoepeau, Mele
dc.contributor.authorNobilo, Ashlie
dc.date.available2017-08-07T02:37:17Z
dc.date.copyright2017
dc.identifier.citationNobilo, A. (2017). Socio-Cultural Effects of Parents’ Cultural Identification on Children’s Theory-of-Mind Development (Thesis, Master of Science). University of Otago. Retrieved from http://hdl.handle.net/10523/7497en
dc.identifier.urihttp://hdl.handle.net/10523/7497
dc.description.abstractThe influence of culture on theory-of-mind development is ambiguous. Despite there being increasing interest in the influence of socio-cultural effects on children’s theory-of-mind development, research has typically made comparisons between cultures rather than within cultures. This cross-sectional correlational study aimed to examine the relation between parental cultural identification with independent or interdependent self-construals and children’s theory-of-mind development, and to assess whether parental use of mental state language mediated this purported association. Sixty two 3-to 6-year old (M = 4.4 years) children engaged in a picture book description task with their primary caregiver to determine parents’ use of mental state language. Parents completed a demographic questionnaire, a 24-item self-construal scale, and a parenting practices questionnaire. Children’s language was measured with the Peabody Picture Vocabulary Test (PPVT). Their social understanding was measured with a theory-of-mind scale and executive function was assessed using three different Stroop tasks. Correlation and mediation analyses yielded three main findings. First, the sequence for acquiring theory of mind did not differ for children of independent or interdependent parents. Second, interdependent parents used more cognitive mental state language when interacting with their children compared to independent parents. This was explained by the use of closed mental state questions. Finally, cultural orientation was related indirectly to children’s theory of mind performance, through their language ability. Children of independent parents showed advanced language ability and subsequently displayed a higher theory of mind performance than children of interdependent parents. Results are discussed regarding the role culture plays in facilitating children’s social understanding.
dc.language.isoen
dc.publisherUniversity of Otago
dc.rightsAll items in OUR Archive are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjecttheory of mind
dc.subjectsocial understanding
dc.subjectcultural identification
dc.subjectmental state language
dc.subjectself-construal
dc.subjectexecutive function
dc.subjectculture
dc.subjectlanguage
dc.subjectwithin-culture
dc.titleSocio-Cultural Effects of Parents' Cultural Identification on Children's Theory-of-Mind Development
dc.typeThesis
dc.date.updated2017-08-07T02:24:54Z
dc.language.rfc3066en
thesis.degree.disciplinePsychology
thesis.degree.nameMaster of Science
thesis.degree.grantorUniversity of Otago
thesis.degree.levelMasters
otago.interloanno
otago.openaccessAbstract Only
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