Articlegreen2014

Iranian Mothers’ Disciplinary Strategies and Theory of Mind in Children

Ameneh Shahaeian · Mark Nielsen · Candida C. Peterson · Virginia P. Slaughter

29 citations0/0 files storedJournal of Cross-Cultural Psychology

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Child and Animal Learning Development Child and Adolescent Psychosocial and Emotional Development Cultural Differences and Values

Abstract

Developing an understanding of others’ minds (called theory of mind) has been a topic of considerable research effort. Literature on theory of mind and family influences within Western cultures has documented that children’s understanding of mind is related to parental and family factors such as the number of siblings, discussion about emotions inside the family, and parenting styles. However, research in non-Western cultures is scarce, despite culture playing an important role in shaping parenting practices and family atmosphere. The current study therefore investigated links between mothers’ disciplinary strategies and children’s theory of mind understanding in Iran. Mothers of forty 4- to 6-year-old children responded to six parenting disciplinary situations derived from a study by Ruffman, Perner, and Parkin. In each situation, mothers were presented with a challenging scenario which may occur in daily interactions and were asked what they would do if that the situation happens. Mothers’ answers were coded based on a variety of disciplinary strategies. Children were tested with a battery of theory of mind tasks, including false belief, diverse beliefs, and a Theory of Mind Scale. Results showed that the disciplinary strategy of Silence or avoiding direct encounter with the child was negatively correlated with children’s total theory of mind scores as well as false belief and diverse beliefs understanding. In contrast, the disciplinary strategy focused on Discussion was positively correlated to all theory of mind measures. This study presents important findings to better understand theory of mind development and factors associated with it in a culture different from previously studied samples.

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References

2004Scaling of Theory-of-Mind Tasks 1992Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed 1992Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed 1995Children Talk About The Mind 2002Cultural Pathways Through Universal Development 1995Children talk about the mind 2002The Relation between Children's and Mothers’ Mental State Language and Theory-of-Mind Understanding 1991Young Children's Understanding of Other People's Feelings and Beliefs: Individual Differences and Their Antecedents

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2019Keeping culture in mind: A systematic review and initial conceptualization of mentalizing from a cross‐cultural perspective

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