Chamorro Galán, María GloriaJanke, VikkiViña, Inés de la2026-04-082026-04-082026-03-30Chamorro, 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/S13667289261012291366-7289https://doi.org/10.1017/S1366728926101229https://hdl.handle.net/20.500.14468/32218This 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/S1366728926101229Este 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/S1366728926101229This 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.eninfo:eu-repo/semantics/openAccess5505.10 FilologíaartículoTheory of Mindeducational bilingualismlongitudinalcognitiveaffectiveconative1469-1841