1. Uses multiple sources to examine differences
C. Hughes, Dunn, J. (1998) Understanding Mind and Emotions: Longitudinal Associations with Mental-State Talk Between Young Friends
Uses longitudinal data to clarify experimental theory of mind research
Expect both individual and age differences to correspond to differences in theory of mind
Examined children at three time points, from age 4-5, both in friendship dyads and experimental tasks
Strengths
Uses multiple sources to examine differences
Longitudinal design allows analysis of change
Weaknesses
Some dyads changed when children moved
Repeating experimental tasks might lead to practice effects
Children improved considerably over the year, with ceiling effects on one experimental task(deception)
Individual differences between conversation in dyads and experimental tasks were correlated and stable over time
Children used more mental-state talk with age, and use mental-state talk more for reference to shared or others mental-states