The domain of children's social understanding, including understanding of one's own and others’ minds and emotions, has been the topic of much research over the past few decades. Social understandi...

The dynamic systems approach simulates a wide range of effects and generates novel predictions, but it fails to explain age-related behavioral changes in psychological terms. We argue that the roles of conscious control and explicit knowledge must be addressed in any model of A-not-B performance, and a fortiori, in any model of goal-directed action.

Theory of mind (ToM) and executive function (EF) have traditionally been measured starting in preschool and share a similar developmental progression into childhood. Although there is some research examining early ToM and EF in the first 3 years, further empirical evidence and a theoretical framework for a ToM-EF relationship from infancy to preschool are necessary. In this paper we review the ToM-EF relationship in preschoolers and provide evidence for early development in ToM, EF, and the ToM-EF relationship. We propose that (...) models of cognitive control (i.e., Hierarchical Competing Systems Model: Marcovitch & Zelazo (Journal of Cognition and Development 7:477–501, 2006), (Developmental Science 12:1–25, 2009)); and Levels of Consciousness Model: Zelazo (Trends in Cognitive Science 8:12–17, 2004) account for the ToM-EF relationship across childhood through domain-general developments in the ability to form and reflect on relevant representations that can guide behavior in both ToM and EF situations. The combination of these models also presents unique, domain-general considerations for interpreting early ToM from infancy to preschool. (shrink)