Executive function plays a role in coordinating different perspectives, particularly when one's own perspective is involved.

While developmental experiments with children and elderly subjects, work with neuropsychological patients and adult experimental studies have consistently found close relations between executive function and theory of mind, the foundation of this relation still remains somewhat unclear. One prominent account holds that executive function is specifically involved in ascribing such mental states, paradigmatically beliefs, that aim at representing the world truly because ascribing such states requires inhibition of normative defaults (beliefs being true) (e.g. Sabbagh, Moses, & Shiverick, 2006). The present studies systematically tested for the role of executive function in different forms of mental state ascription as a function of the type of state ascribed (beliefs or desires) and the first person involvement of the ascriber (whether she herself has an attitude conflicting with one to be ascribed to someone else) in young children. The results reveal that (i) executive function is related not only to belief ascription but equally to desire ascription when both are matched in terms of logical complexity (such that two subjective attitudes have to be ascribed to two agents that are incompatible with each other). (ii) Both for desires and for beliefs, these relations are strongest in such tasks where the ascriber herself is one of the two agents, i.e. has a belief or desire herself that stands in contrast to that to be ascribed to someone else. All in all, these findings suggest that executive function figures in coordinating perspectives more generally, not only epistemic ones, and in particular in coordinating others' and one's own conflicting perspectives.