Theory of mind, attention, and executive function in first-grade girls

The purpose of this study was to explore the possible relationships among Theory of Mind, attention, and executive function in first-grade girls. Theory of Mind is described as the ability to understand that others have minds that contain beliefs and desires different from one's own, a skill that is important to social interaction. It was hypothesized that a level of impairment in attention and/or executive function would correlate with and would predict impairment in Theory of Mind ability. To measure Theory of Mind ability, participants answered false belief questions about the behavior and beliefs of characters in two social vignettes and one appearance reality task. Attention was measured by a teacher rating scale of behavior associated with the ability to establish, sustain, and shift attention. Executive function was measured by a separate teacher rating scale of behavior associated with the ability to self-regulate for the purposes of problem-solving or goal-directed tasks.; Pearson Product Moment Correlations identified significant coefficients between the dependent variable, Theory of Mind, and the predictor variables for global executive function, metacognition, attention, and working memory. Multiple linear and stepwise regression analyses revealed that the same independent variables predicted competency in Theory of Mind ability. Throughout the regression analyses, chronological age was an additive factor in predictions. A Principal Components Factor Analysis revealed three separate factors associated with the false belief questions that comprised the total Theory of Mind score. These results confirmed the role of attention and executive function in the development and manifestation of Theory of Mind competence in first-grade girls.