Training Children’s Theory-of-Mind: A Meta-Analysis of Controlled Studies

Authors

Stefan G. Hofmann, Boston University
Stacey N. Doan, Claremont McKenna CollegeFollow
Manuel Sprung, Psychosomatisches Zentrum Waldviertel, Austria
Anne Wilson, The Ohio State University
Chad Ebesutani, Duksung Women’s University, South Korea
Leigh A. Andrews, Boston University
Joshua Curtiss, Boston University
Paul L. Harris, Harvard University

Document Type

Article

Department

Claremont McKenna College, Psychology (CMC)

Publication Date

2016

Abstract

Background

Theory-of-mind (ToM) refers to knowledge and awareness of mental states in oneself and others. Various training programs have been developed to improve ToM in children.

Objectives

In the present study, we conducted a quantitative review of ToM training programs that have been tested in controlled studies.

Data sources

A literature search was conducted using PubMed, PsycInfo, the Cochrane Library, and manual searches.

Review methods

We identified 32 papers with 45 studies or experiments that included 1529 children with an average age of 63 months (SD = 28.7).

Results

ToM training procedures were more effective than control procedures and their aggregate effect size was moderately strong (Hedges’ g = 0.75, CI = 0.60–0.89, p < .001). Moderator analyses revealed that although ToM training programs were generally effective, ToM skill-related outcomes increased with length of training sessions and were significantly higher in active control studies.

Conclusion

ToM training procedures can effectively enhance ToM in children.

Rights Information

© 2016 Elsevier B.V.

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.

DOI

http://dx.doi.org/10.1016/j.cognition.2016.01.006

Recommended Citation

Hofmann, S., Doan, S.N., Sprung, M., Wilson, A., Ebesutani, C. et al, (2016). Training children’s theory – of - mind: A meta-analysis of controlled studies. Cognition, 150, 200-212.