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Gender Differences In Advanced Theory Of Mind And Social Competence Among School-Age Children, Cheryl A. Barton
Gender Differences In Advanced Theory Of Mind And Social Competence Among School-Age Children, Cheryl A. Barton
Theses and Dissertations - UTB/UTPA
The present study explored gender differences in the development of theory of mind (ToM) and social competence among school-age children. It was hypothesized that children’s ToM ability related to their social competence. Children, ages 6 to 12-years (N=62; 38 girls, 24 boys) were administered 12 advanced ToM stories and a language assessment. Parents and teachers evaluated the children’s social skills (N=70; 40 girls, 30 boys), - using a 23 item social competence inventory which consisted of positive behaviors and two forms of negative behaviors: relational aggression and overt hostility. Results indicated positive associations between children’s ToM ability and positive social …
Emotion Understanding And Social Competence In Balanced Bilinguals And Language-Dominant Children, Katrina Meza
Emotion Understanding And Social Competence In Balanced Bilinguals And Language-Dominant Children, Katrina Meza
Theses and Dissertations - UTB/UTPA
The present study investigated the development of emotion understanding and social competence among 106 culturally and linguistically diverse children (50 girls and 56 boys). It investigated if there were differences in the development of emotion understanding and social competence between balanced bilinguals and language-dominant children. Balanced bilinguals outperformed language-dominant children on two advanced tasks of emotion understanding, in which they evidenced an increased understanding that emotions can be based on desires and that emotions can be hidden. Balanced bilinguals and language-dominant children follow a similar developmental trajectory on emotion understanding. There were no significant differences between language groups in social …