Theory of mind predicts concurrent literacy and numeracy outcomes at school entry among low-income children¶
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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Theory of mind successfully predicted concurrent relations with academic outcomes (literacy and numeracy) at school entry. → 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?
In this short-term longitudinal study of 120 low-income children, the authors report that "Theory of mind and the combination of several sociocognitive variables 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
- A combination of sociocognitive variables predicts concurrent academic outcomes at school entry — related
- Children's understanding of teaching predicts changes in literacy scores over time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tom-predicts-concurrent-academic-outcomes |
title |
Theory of mind predicts concurrent literacy and numeracy outcomes at school entry among low-income children |
description |
Theory of mind predicts concurrent literacy and numeracy outcomes at school entry among low-income children |
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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