Recent research on advanced theory of mind (ToM) has questioned the extent to which existing ToM measures capture a single construct, particularly for groups understudied in developmental research. The present study examined the factor structure of one of the most commonly used advanced ToM measures, the Strange Stories task, in samples of low‐ and middle‐income children in dual‐language Spanish‐English schools in US–Mexico border communities and in Mexico (N = 237 children, n = 108 male, n = 129 female, Mage = 10.05 years, SD = 1.15 years; 96.3% Hispanic/Latine). No clear factor structure emerged for the Strange Stories in the full sample. Comparing across sociocultural contexts, item scores and inter‐item relations showed distinct patterns even when comparing low‐ and middle‐SES schools within the same community. These findings have implications both for ToM assessment broadly and for mapping the interplay between sociocultural contexts and advanced ToM.

中文翻译：

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探索跨社会文化背景的心智发展高级理论：对墨西哥和美墨边境社区儿童奇异故事的评估


最近对高级心智理论 （ToM） 的研究质疑了现有的 ToM 测量在多大程度上捕捉了单一结构，特别是对于在发展研究中研究不足的群体。本研究在美墨边境社区和墨西哥的西班牙语-英语双语学校的中低收入儿童样本中检查了最常用的高级 ToM 测量方法之一，即 Strange Stories 任务的因子结构（N = 237 名儿童，n = 108 名男性，n = 129 名女性，Mage = 10.05 岁，SD = 1.15 岁;96.3% 西班牙裔/拉丁裔）。在完整样本中，Strange Stories 没有出现明确的因子结构。跨社会文化背景进行比较，即使在比较同一社区内的低 SES 学校和中等 SES 学校时，项目分数和项目间关系也显示出不同的模式。这些发现对广泛的 ToM 评估和绘制社会文化背景与高级 ToM 之间的相互作用都有影响。