A combination of sociocognitive variables predicts concurrent academic outcomes at school entry¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The combination of several sociocognitive variables (theory of mind, understanding of teaching, learning behaviors) predicted concurrent academic outcomes. → Elizabeth Woodburn Cavadel 2017
Evidence¶
Elizabeth Woodburn Cavadel 2017¶
Elizabeth Woodburn Cavadel, Douglas A. Frye. (2017). Not Just Numeracy and Literacy: Theory of Mind Development and School Readiness among Low-Income Children. Developmental Psychology, vol. 53, issue 12. https://www.mathematica.org/publications/not-just-numeracy-and-literacy-theory-of-mind-development-and-school-readiness-among-low-income doi:10.1037/dev0000409
q3 · i? · associational · r?
The study examined "theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry," reporting that this combination "successfully predicted concurrent relations with academic outcomes."
"Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes."
Discussion¶
Related Claims¶
- Low-income children show theory of mind development differences compared with typically studied higher-income samples — related
- Theory of mind predicts concurrent literacy and numeracy outcomes at school entry among low-income children — related
- Children's understanding of teaching predicts changes in literacy scores over time — related
- The cross-sectional ToM–achievement association remains significant after controlling for verbal ability, executive functions, non-verbal ability, and SES — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sociocognitive-combination-predicts-school-entry-outcomes |
title |
A combination of sociocognitive variables predicts concurrent academic outcomes at school entry |
description |
A combination of sociocognitive variables predicts concurrent academic outcomes at school entry |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elizabeth-woodburn-cavadel-2017 |
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