Objective: The current study aimed to investigate the association between language skills and parenting styles and three levels of theory of mind (including emotion recognition, false belief understanding, and second-order belief) among Iranian preschool children.
Materials & methods: A total of 98 preschool Iranian children (aged 5-6 years) living in the Karaj province, Iran were recruited. While the theory of mind test and test of language development (Told-p: 4) were administrated on children, their mothers were asked to answer a parenting style questionnaire.
Results: Multivariate regression analysis showed a differential association between three levels of theory of mind, language skills, and parenting styles. Most language skills and permissiveness parenting styles could predict the emotion recognition ability (P<0.01). Morphological completion predicted false belief understanding (p<0.01). Also, word articulation and authoritative parenting style could predict the ability to understand second-order belief (R2=28%).
Conclusion: The pattern of associations between language and theory of mind in the Persian language seems similar to previous studies in other languages. Language may play a dual role in the theory of mind. Whereas for the first (basic) and the third (advanced) level of theory of mind, language skills, like relational vocabulary, morphological completion, and word articulation, are general and nonspecific predictors, but syntactical skills are a specific casual predictor for the false belief understanding. Also, it seems that an authoritative parenting style could facilitate the development of higher-order abilities related to the theory of mind.
Keywords: Language; Parenting; Preschool children; Theory of mind.