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Theory-of-Mind development in educational bilingualism: Identifying the strongest predictors of performance and tracking them over time

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dc.contributor.authorChamorro Galán, María Gloria
dc.contributor.authorJanke, Vikki
dc.contributor.authorViña, Inés de la
dc.contributor.funderComunidad de Madrid (CAM)
dc.date.accessioned2026-04-08T07:25:18Z
dc.date.available2026-04-08T07:25:18Z
dc.date.issued2026-03-30
dc.descriptionThis 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
dc.descriptionEste 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
dc.description.abstractThis 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.en
dc.description.provenanceMade available in DSpace on 2026-04-08T07:25:18Z (GMT). No. of bitstreams: 1 theory-of-mind-development-in-educational-bil_MARIA GLORIA CHAMORRO.pdf: 321703 bytes, checksum: e86508640babbe7b6a791aafdde3fc9d (MD5) Previous issue date: 2026-03-30en
dc.description.sponsorshipThis project was funded by the Comunidad de Madrid (Atracción de Talento Investigador, T1/HUM-19952). We would also like to thank the participating schools, parents, and children.en
dc.description.versionversión final
dc.identifier.citationChamorro, 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
dc.identifier.doihttps://doi.org/10.1017/S1366728926101229
dc.identifier.eissn1469-1841
dc.identifier.issn1366-7289
dc.identifier.urihttps://hdl.handle.net/20.500.14468/32218
dc.journal.titleBilingualism: Language and Cognition
dc.language.isoen
dc.page.final14
dc.page.initial1
dc.publisherCambridge University Press
dc.relation.centerFacultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.relation.projectidinfo:eu-repo/grantAgreement/CAM/Atracción de Talento Investigador/T1/HUM-19952
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject5505.10 Filología
dc.subject.keywordsTheory of Minden
dc.subject.keywordseducational bilingualismen
dc.subject.keywordslongitudinalen
dc.subject.keywordscognitiveen
dc.subject.keywordsaffectiveen
dc.subject.keywordsconativeen
dc.titleTheory-of-Mind development in educational bilingualism: Identifying the strongest predictors of performance and tracking them over timeen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationd1584687-b7d2-420e-9d9f-4bd500cb8841
relation.isAuthorOfPublication2734338a-1437-4e9c-a94e-2a822879689c
relation.isAuthorOfPublication.latestForDiscoveryd1584687-b7d2-420e-9d9f-4bd500cb8841
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