Sibling interaction as a context for children's developing theory of mind

Paine, Amy L. ORCID: https://orcid.org/0000-0002-9025-3719 2026. Sibling interaction as a context for children's developing theory of mind. Kramer, L., Howe, N. and Volling, B.L., eds. Handbook of the Psychology of Sibling Relationships, Springer Nature, pp. 351-378. (10.1007/978-3-032-21296-2_14)

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Abstract

Sibling relationships are often marked by a long history of shared experiences, high levels of familiarity, and emotionally intense and uninhibited interactions. As frequent and often primary playmates, siblings provide a unique context for understanding their own and other minds. This chapter examines two major lines of research that have advanced our knowledge of the role of siblings in the development of theory of mind. The first explores whether having siblings provides a developmental advantage, often referred to as the sibling effect, in theory of mind acquisition. The second focuses on observational studies that analyze the quality of sibling interactions—such as play, joking, teasing, and conflict—and children’s understanding of mental states.

Item Type:	Book Section
Date Type:	Publication
Status:	Published
Schools:	Schools > Psychology
Publisher:	Springer Nature
ISBN:	9783032212955
Last Modified:	03 Aug 2026 13:30
URI:	https://orca.cardiff.ac.uk/id/eprint/179039

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