#9634. How Bilingualism Informs Theory of Mind Development

September 2026publication date
Proposal available till 15-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Pediatrics, Perinatology and Child Health;
Developmental and Educational Psychology;
Life-span and Life-course Studies;
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Abstract:
The possibility and nature of bilingual advantage for theory of mind (ToM), that is, young bilingual children outperforming their monolingual peers, have been discussed increasingly since the first research on the topic was published in 20XX. Because accumulating evidence demonstrates a ToM advantage for bilingual individuals, in this article, we focus on how this advantage arises. We consider how current theoretical positions, including executive function, metalinguistic awareness, and sociolinguistic awareness accounts, explain such an advantage in young bilingual children. These theoretical accounts receive some, but only partial, support, so further research and theory are needed to understand comprehensively the relationship between bilingualism and ToM.
Keywords:
bilingualism; theory of mind

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