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International Journal of Educational Psychology, v2 n3 p325-352 Oct 2013

Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative ability on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks, and also a cooperative task where children worked in pairs to build block models. Each pair was composed by a builder and a guide, who gave instructions to his partner about how to build a replica of the model. The results show a significant relationship between the theory of mind skills and cooperation. Specifically, we found that the second-order false-belief task was the variable most related to cooperation after controlling the effect of age. In addition, we observed that the mentalist skills were more important for cooperation in the builders than in the guides. Finally, we discuss the findings of this study and make suggestions for the future.

Descriptors: Thinking Skills, Cooperative Learning, Theory of Mind, Elementary School Students, Grade 1, Grade 5, Learning Activities, Correlation, Scores, Communication Skills, Communication (Thought Transfer), Beliefs, Misconceptions, Cognitive Ability, Hypothesis Testing, Problem Solving, Task Analysis, Nonparametric Statistics, Statistical Analysis, Deception, Figurative Language, Intelligence Quotient, Outcomes of Education, Age Differences, Intelligence Tests, Foreign Countries

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Autor: Sidera, Francesc; Serrat, Elisabet; Serrano, Jèssica; Rostan, Charles; Caño, Agnès; Amadó, Anna

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=367&id=EJ1111695

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