This study examined the link between classroom ethnic diversity, cross‐ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher‐reported demographic characteristics, greater classroom ethnic diversity provided opportunities for cross‐ethnic friendships, and children with cross‐ethnic friendships performed better than peers without cross‐ethnic friendships on theory of mind. These results extend accounts of intergroup contact by using direct assessments of children's theory of mind and advance social accounts of theory of mind by demonstrating how experiences outside the family are linked with theory of mind.

中文翻译：

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在不同种族的教室里和有跨种族友谊的孩子们善于理解他人的想法

这项研究探讨了课堂种族多样性、跨种族友谊和儿童心理理论之间的联系。2019/2020 年，英国共有 730 名 8 至 13 岁儿童（54.7% 为女孩，51.5% 为白人）完成了心理理论测量。在控制语言能力、执行功能、同伴社会偏好和教师报告的人口统计特征的情况下，更大的课堂种族多样性为跨种族友谊提供了机会，根据理论，有跨种族友谊的孩子比没有跨种族友谊的孩子表现更好。头脑。这些结果通过使用对儿童心理理论的直接评估来扩展对群体间接触的描述，并通过展示家庭之外的经历如何与心理理论联系起来推进心理理论的社会描述。