Abstract In this article, we provide a state-of-the-science overview of research on normative individual differences in theory of mind. We begin by examining achievements in research on individual differences in theory of mind in the preschool years and more recent work on middle childhood and adolescence. In doing so, we outline several converging lines of evidence for social influences on individual differences in theory of mind, and assess the claim that individual differences in theory of mind matter for children's social lives. We then evaluate two conceptualizations of individual differences in theory of mind: the developmental lag and genuine differences accounts. By placing the study of individual differences in theory of mind center stage, we aim to highlight fruitful avenues for research on normative variation in theory of mind both within and beyond the preschool years.
Stored only when both papers are in the corpus — 142 citations exist upstream.