Abstract Cross-cultural studies that have examined the sequence of acquisition for theory of mind (ToM) concepts using Wellman and Liu’s (2004) developmental scale have identified two different sequences; two hypotheses have been proposed for explaining these differences: the general culture hypothesis and the environmental factors hypothesis. However, these hypotheses have not been directly tested. The aim of this study was to examine these two hypotheses directly and to test the sequence of acquisition for ToM concepts in a minority society, specifically, among Israeli Arabic children (N = 260) using Wellman and Liu’s ToM scale. Cultural values were assessed via maternal reports. The results showed a novel sequence as well as supporting evidence for the impact of both the general culture and the environmental factors hypotheses.

中文翻译：

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心理概念理论的习得顺序：文化和环境因素的综合作用

摘要 使用 Wellman 和 Liu (2004) 发展量表检验了心理理论 (ToM) 概念的习得顺序的跨文化研究确定了两个不同的顺序；已经提出了两个假设来解释这些差异：一般文化假设和环境因素假设。然而，这些假设尚未得到直接检验。本研究的目的是直接检验这两个假设，并使用 Wellman 和 Liu 的 ToM 量表测试少数社会中 ToM 概念的习得顺序，特别是在以色列阿拉伯儿童（N = 260）中。通过母亲报告评估文化价值。结果显示了一个新的序列以及支持一般文化和环境因素假设影响的证据。