Psychological Science Faculty Publications and Presentations
Document Type
Article
Publication Date
6-2025
Abstract
Recent research on advanced theory of mind (ToM) has questioned the extent to which existing ToM measures capture a single construct, particularly for groups understudied in developmental research. The present study examined the factor structure of one of the most commonly used advanced ToM measures, the Strange Stories task, in samples of low- and middle-income children in dual-language Spanish-English schools in US–Mexico border communities and in Mexico (N = 237 children, n = 108 male, n = 129 female, Mage = 10.05 years, SD = 1.15 years; 96.3% Hispanic/Latine). No clear factor structure emerged for the Strange Stories in the full sample. Comparing across sociocultural contexts, item scores and inter-item relations showed distinct patterns even when comparing low- and middle-SES schools within the same community. These findings have implications both for ToM assessment broadly and for mapping the interplay between sociocultural contexts and advanced ToM.
Recommended Citation
Warnell, K. R., Weimer, A. A., Huang, R., & Kuri, D. (2025). Exploring Advanced Theory of Mind Development Across Sociocultural Contexts: An Evaluation of the Strange Stories in Children From Mexico and US–Mexico Border Communities. Infant and Child Development, 34(3), e70011. https://doi.org/10.1002/icd.70011
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
Infant and Child Development
DOI
10.1002/icd.70011
Comments
© 2025 The Author(s). Infant and Child Development published by John Wiley & Sons Ltd.
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.