Work

Lost in Translation? Comparing British, Japanese, and Italian Children’s Theory-of-Mind Performance

Year: 2014

Type: article

Abstract: Findings from cross-cultural theory-of-mind studies highlight potential measurement effects and both general (e.g., East-West) and specific (e.g., pedagogical experiences) cultural contrasts. We compared theory-of-mind scores for children from UK and Italy (two Western countries that differ in age of school entry) and Japan (a Far-Eastern country in which children, like their Italian counterparts, start school later than British children). Confirmatory factor analysis was applied to data from 268 age-gender- and verbal ability-matched 5- to 6-year olds. Key findings were that (i) all 8 indicators loaded onto a single latent factor; and (ii) this latent factor explained significant variance in each group, with just one indicator showing differential item functioning. Supporting the importance of pedagogical experiences, British children outperformed both their Italian and Japanese counterparts.

Source: Child Development Research

DOI: 10.1155/2014/893492

Authors: Claire Hughes, Rory T. Devine, Rosie Ensor, Masuo Koyasu, Ai Mizokawa, Serena Lecce

Institutions: University of Cambridge, Kyoto University, University of Pavia

Language: English

Topic: Child and Animal Learning Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Funders: Economic and Social Research Council, Japan Society for the Promotion of Science