Advanced Theory of Mind and Scientific Reasoning: Longitudinal Relations From Kindergarten to Late Elementary School

• In Event: Domain-General Mechanisms of Science Learning and Reasoning

Abstract

Scientific reasoning is defined as intentional knowledge-seeking (Kuhn, 2002) and it involves evaluating hypotheses in light of evidence. A growing body of research shows that children as young as kindergarteners are able to reason scientifically and to coordinate hypotheses with evidence. Coordinating hypotheses and evidence is a domain-general ability that requires that reasoners use their beliefs about the evidence in order to evaluate their hypotheses (beliefs). Cross-sectional studies suggest that this process of belief formation about beliefs relies on the development of an advanced theory of mind (aToM): In particular, it has been suggested that children need to understand the recursive nature of mental states before they understand that beliefs about evidence inform our hypotheses, which is an important prerequisite that children need to master before they can engage in scientific reasoning (Astington, Pelletier, & Homer, 2002; Osterhaus, Koerber, & Sodian, 2017). Whether or not the assumed temporal sequence holds (i.e., ToM brings about abilities in scientific reasoning, not the other way around), has hitherto not been tested. Across five measurement points from age 6 to 10 (N=161), we investigate the relations between scientific reasoning and aToM, controlling for general cognitive abilities (intelligence, inhibition, and language). Scientific reasoning was assessed using the Science-K inventory (Koerber & Osterhaus, 2019), which measures children’s epistemological understanding and their experimentation and data-interpretation skills. AToM was measured with two tasks assessing recursive mental state reasoning (Happé, 1994; Liddle & Nettle, 2006). The results showed a linear development in scientific reasoning throughout the course of elementary school (from 45 to 78% correct). Low aToM abilities in kindergarten were associated with poor concurrent scientific reasoning. A cross-lagged panel analysis showed that aToM abilities at age 7 predicted subsequent scientific reasoning; scientific reasoning, however, did not predict subsequent aToM. These findings suggest that social-cognitive skills in general and children’s understanding of the recursive nature of mental states in particular are foundational for the development of scientific reasoning. We discuss our results with respect to the social nature of science and address their implications for teaching.

Authors

• Christopher Osterhaus, University of Vechta
  Presenting Author

• Susanne Koerber, Freiburg University of Education
  Non-Presenting Author