Stefan G Hofmann1, Stacey N Doan2, Manuel Sprung3, Anne Wilson4, Chad Ebesutani5, Leigh A Andrews6, Joshua Curtiss6, Paul L Harris7. 1. Department of Psychological and Brain Sciences, Boston University, 648 Beacon Street, 6th Floor, Boston, MA 02215, USA. Electronic address: shofmann@bu.edu. 2. Department of Psychology, Claremont McKenna College, 850 Columbia Ave., Claremont, CA 91711, USA. Electronic address: sdoan@cmc.edu. 3. Psychosomatisches Zentrum Waldviertel, Grafenberg Straße 2, 3730 Eggenburg, Austria. Electronic address: manuel.sprung@pszw.at. 4. Department of Psychology, Ohio State University, 225 Psychology Building, 1835 Neil Avenue, Columbus, OH 43210, USA. Electronic address: anne.wilson80@gmail.com. 5. Department of Psychology, Duksung Women's University, 33, Samyangro 144-gil, (419 Ssangmun Dong), Dobong Gu, Seoul 132-714, South Korea. Electronic address: ebesutani@duksung.ac.kr. 6. Department of Psychological and Brain Sciences, Boston University, 648 Beacon Street, 6th Floor, Boston, MA 02215, USA. 7. Graduate School of Education, Harvard University, 503A Larsen Hall, Appian Way, Cambridge, MA 02138, USA. Electronic address: paul_harris@gse.harvard.edu.
Abstract
BACKGROUND: Theory-of-mind (ToM) refers to knowledge and awareness of mental states in oneself and others. Various training programs have been developed to improve ToM in children. OBJECTIVES: In the present study, we conducted a quantitative review of ToM training programs that have been tested in controlled studies. DATA SOURCES: A literature search was conducted using PubMed, PsycInfo, the Cochrane Library, and manual searches. REVIEW METHODS: We identified 32 papers with 45 studies or experiments that included 1529 children with an average age of 63 months (SD=28.7). RESULTS: ToM training procedures were more effective than control procedures and their aggregate effect size was moderately strong (Hedges' g=0.75, CI=0.60-0.89, p<.001). Moderator analyses revealed that although ToM training programs were generally effective, ToM skill-related outcomes increased with length of training sessions and were significantly higher in active control studies. CONCLUSION: ToM training procedures can effectively enhance ToM in children.
BACKGROUND: Theory-of-mind (ToM) refers to knowledge and awareness of mental states in oneself and others. Various training programs have been developed to improve ToM in children. OBJECTIVES: In the present study, we conducted a quantitative review of ToM training programs that have been tested in controlled studies. DATA SOURCES: A literature search was conducted using PubMed, PsycInfo, the Cochrane Library, and manual searches. REVIEW METHODS: We identified 32 papers with 45 studies or experiments that included 1529 children with an average age of 63 months (SD=28.7). RESULTS: ToM training procedures were more effective than control procedures and their aggregate effect size was moderately strong (Hedges' g=0.75, CI=0.60-0.89, p<.001). Moderator analyses revealed that although ToM training programs were generally effective, ToM skill-related outcomes increased with length of training sessions and were significantly higher in active control studies. CONCLUSION: ToM training procedures can effectively enhance ToM in children.
Authors: Angeline S Lillard; Matthew D Lerner; Emily J Hopkins; Rebecca A Dore; Eric D Smith; Carolyn M Palmquist Journal: Psychol Bull Date: 2012-08-20 Impact factor: 17.737