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Spatial Ability and Theory of Mind: A Mediating Role of Visual Perspective Taking
Author(s) -
Tian Mi,
Luo Tianrui,
Ding Jinxia,
Wang Xin,
Cheung Him
Publication year - 2021
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13546
Subject(s) - psychology , perspective (graphical) , theory of mind , mediation , perspective taking , cognitive psychology , spatial ability , developmental psychology , mechanism (biology) , cognitive science , social psychology , cognition , neuroscience , epistemology , artificial intelligence , philosophy , computer science , political science , law , empathy
This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5‐ to 4‐year olds. In Study 2, twenty‐three 3.5‐ to 4‐year‐olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group learning to draw instead ( n = 23). Both studies showed that the effect of spatial ability on ToM depended on VPT, suggesting a role of embodiment in ToM development in early childhood. These findings provide an alternative way to think about ToM development and the psychological mechanism that may be involved.