Exposure to repeated behaviors in everyday life and pattern recognition ability predict preschoolers' subsequent theory of mind

We examined whether two variables – pattern recognition (i.e., predicting which chute a ball would come down), and exposure to repeated behaviors in the home environment (e.g., drinking from a cup or folding washing multiple times) – predicted children’s later theory of mind (ToM). These two variables have been hypothesized to assist ToM development because they help children learn to recognize patterns in behavior, and therefore predict future behavior. Because this behavior is underpinned by mental states (e.g., people act in particular ways due to their desires and beliefs), repeated behaviors accompanied by pattern recognition should also help children to eventually acquire a ToM. We studied these questions using a longitudinal study of 56 children (primarily of European ethnicity, 22 girls, 34 boys) at four timepoints (21, 24, 27 and 30 months). Replicating previous research, we found that repeated behaviors were very frequent ( M = 143.4 per hour). Crucially, we also found that both repeated behaviors and pattern recognition were unique predictors of children’s subsequent ToM (along with their earlier language ability), consistent with the idea that pattern recognition and repeated behaviors facilitate children’s subsequent ToM. • Longitudinal study of ToM over four timepoints between 21 and 30 mos of age. • Infants fitted with a head camera, allowing us to observe their home environment. • Infants had better ToM at 30 mos if they had better pattern recognition at early timepoints • Infants had better ToM at 30 mos if they had more exposure to patterns of behavior. • Longitudinal design suggests causal role for pattern recognition and repeated behaviors in ToM