Cargando...
Fecha
2026-03-30
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Cambridge University Press
Citas
Resumen
This longitudinal study monitored Theory-of-Mind development in monolingually raised but bilingually educated Spanish children (age 5–6) with varied L2-English curricula (13%–83%) to assess whether higher L2-exposure resulted in advantages on seven ToM concepts (emotion, desires, belief, reference, moral-reasoning, lies, sarcasm). Attention (selective, switching, inhibition) and a full suite of individual-difference effects were also monitored. GLMMs linked greater L2-exposure to higher ToM accuracy, and although all three attention measures contributed to ToM scores, the effect of selective attention was the strongest. L1-vocabulary and NVR routinely predicted ToM scores, and girls surpassed boys on sarcasm. We conclude that bilingualism spurs ToM development quickly and is not linked to L2-vocabulary at this stage. In addition, the fact that L2-exposure and individual differences impacted cognitive, affective, and conative ToM differentially supports an approach that analyses these components separately.
Descripción
This is the accepted manuscript of the article. The registered version was first published in Bilingualism: Language and Cognition, 1–14, is available online at the publisher's website: https://doi.org/10.1017/S1366728926101229
Este es el manuscrito aceptado del artículo. La versión registrada fue publicada por primera vez en Bilingualism: Language and Cognition, 1–14, está disponible en línea en el sitio web del editor: https://doi.org/10.1017/S1366728926101229
Este es el manuscrito aceptado del artículo. La versión registrada fue publicada por primera vez en Bilingualism: Language and Cognition, 1–14, está disponible en línea en el sitio web del editor: https://doi.org/10.1017/S1366728926101229
Categorías UNESCO
Palabras clave
Theory of Mind, educational bilingualism, longitudinal, cognitive, affective, conative
Citación
Chamorro, G., Janke, V., & de la Viña, I. (2026). Theory-of-Mind development in educational bilingualism: Identifying the strongest predictors of performance and tracking them over time. Bilingualism: Language and Cognition, 1–14. https://doi.org/10.1017/S1366728926101229
Centro
Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas