The Relationship Between Language and Theory of Mind in Middle Childhood

This study examined the way in which language relates to theory of mind (ToM) during middle childhood. Two hundred and thirty-three children (ages 6–12) were tested via a concurrent design on vocabulary, phonological and morphological awareness, and six ToM domains (belief, knowledge, perception, desire, intention, and emotion). Results revealed that vocabulary had significant positive associations with three ToM domains (belief, knowledge, and intention), and morphological awareness, but not phonological awareness, emerged as a concurrent mediator of this relationship. Overall, these findings suggest that understanding words, particularly their structure and meaning, is important in linking language and ToM development during middle childhood.