Abstract
Background: The development of Theory of Mind (ToM) in early childhood is crucial for social cognition, yet its interplay with bilingualism and cultural context remains a subject of ongoing investigation. Research suggests bilingualism may confer cognitive advantages, potentially extending to ToM, while cultural practices are known to shape its trajectory. This study aims to explore the relationship between bilingualism and ToM development across diverse cultural settings. Methods: A cross-sectional design was employed, involving 320 children aged 3-6 years from two distinct cultural contexts: a Western European country (Switzerland) and an East Asian country (Japan). Within each culture, participants were divided into monolingual and bilingual groups. ToM was assessed using a battery of false-belief tasks, while language proficiency and exposure were measured through parental reports and structured interviews. Data were analyzed using multivariate analyses of variance (MANOVA) and regression models to examine the main effects and interactions of language status and culture on ToM performance. Results: Bilingual children, across both cultural contexts, demonstrated significantly higher ToM scores compared to their monolingual peers. Significant cultural differences in ToM development were also observed, with children from the East Asian context exhibiting a slightly earlier mastery of certain ToM components. Crucially, a significant interaction effect indicated that the bilingual advantage in ToM was more pronounced in the Western European sample. Parental ToM coaching and executive function were identified as significant predictors of ToM scores. Conclusions: This study provides robust evidence for a bilingual advantage in early childhood ToM development, highlighting the cognitive flexibility fostered by navigating multiple linguistic systems. It also underscores the profound influence of cultural context on the timing and manifestations of ToM. The findings suggest that bilingual education and culturally sensitive pedagogical approaches could significantly enhance social cognitive skills in young children.
Keywords
Bilingualism, Theory of Mind, Early Childhood, Cross-Cultural, Cognitive Development, Social Cognition, False Belief, Language Acquisition