{"id":11759,"date":"2014-08-21T19:16:35","date_gmt":"2014-08-22T02:16:35","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/demographics-parenting-and-theory-of-mind-in-preschoolers\/"},"modified":"2014-08-21T19:16:35","modified_gmt":"2014-08-22T02:16:35","slug":"demographics-parenting-and-theory-of-mind-in-preschoolers","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/demographics-parenting-and-theory-of-mind-in-preschoolers\/","title":{"rendered":"Demographics, parenting, and theory of mind in preschoolers."},"content":{"rendered":"<p>This research examined associations among demographic variables, parenting strategies, and a theory of mind battery including measures of perception, desire, belief, and emotion understanding in 142 preschool-aged children. In correlational analyses, maternal education and, to a lesser extent, income were associated with a number of aspects of theory of mind. Additionally, mother&#8217;s use of instruction in response to child misbehavior was positively associated with perception and desire understanding whereas mothers&#8217; use of consequences and power assertion were negatively associated with aspects of theory of mind. In regression analyses controlling for children&#8217;s cognitive ability and age, maternal education continued to be positively associated with perception understanding. Power assertion was negatively associated with belief understanding, but positively associated with emotion understanding. Finally, mothers&#8217; use of consequences in response to child misbehaviors was negatively related to emotion understanding.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_seopress_analysis_target_kw":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[835,45,595,415],"research_type":[],"class_list":["post-11759","publication","type-publication","status-publish","hentry","publication_keyword-demographics","publication_keyword-parenting","publication_keyword-preschoolers","publication_keyword-theory-of-mind"],"acf":{"citation":"Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschoolers. <i>Social Development, 12,<\/i> 1-20.","publication_year":"2003","scientists":[11000]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/11759","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11000"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=11759"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=11759"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=11759"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}