Poster #191 - A review of thirty years of preschool theory of mind measurement: conceptual and methodological considerations

• In Event: 1-115 - Poster Session 03
  In Poster Session: PS 03 Section - Social Cognition

Integrative Statement

Theory of Mind (TOM), the ability to infer mental states to self and others, is a crucial building block of social cognition that emerges in the preschool years. TOM has been studied extensively in young children. Children who exhibit good TOM generally show markers of optimal social adaptation, such as better communication skills, high quality social relationships, increased peer popularity and higher academic achievement. Conversely, poorer TOM has been identified in a number of conditions and contexts characterized by altered social functioning. Although a surfeit of measures have been developed to test TOM in preschoolers both in the context of normative development and in clinical conditions, TOM assessment presents a number of challenges. These include numerous and varied conceptualisations of TOM, rapidly changing manifestations of TOM at different developmental stages, and psychometric limitations associated with some measures. Objective: The objective of this study was to generate recommendations for optimal preschool TOM assessment based on the generation of a comprehensive inventory of TOM measures. Methods: A systematic review of the empirical literature was conducted to identify preschool TOM measures (1985-2017) using a search protocol based on The Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA; Moher et al., 2015). A qualitative content analysis of the included measures, as well as quantitative analyses of their characteristics (e.g., modes of presentation, scoring options, number of items), psychometric properties and target population were performed. Results: The review identified 179 unique TOM measures among 757 empirical articles. These measures were administered in 33 different languages and in the context of 28 different medical, psychological and environmental adverse conditions. A conceptual representation of TOM abilities emerged from the content analysis of the measures (ATOMS framework). Based on the review findings, conceptual and methodological considerations to facilitate the choice and development of TOM assessment methods are proposed, alongside reflections on the interpretation of the results obtained from these measures. The recommendations that emerged from the review relate to the diversity of TOM abilities and assessment methods, conceptualization of TOM as a construct and its sub-components, the issues of standardization and psychometric properties. Conclusion: The findings of the systematic review underscore a number of important challenges in TOM assessment. The quantitative and qualitative analyses highlighted the remarkable variety of measures designed to assess TOM, but also numerous issues related to the limited range of TOM sub-abilities targeted by current measures, lack of standardisation across studies and paucity of psychometric information provided. The proposed recommendations could be useful to stimulate discussions pertaining to TOM assessment in both fundamental science and clinical practice and about current conceptualizations of TOM.

Authors

• Cindy Beaudoin, University of Montreal
  Presenting Author

• Élizabel Leblanc, University of Montreal
  Non-Presenting Author

• Charlotte Gagner, University of Montreal
  Non-Presenting Author

• Miriam H. Beauchamp, University of Montreal
  Non-Presenting Author