References
- Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207–245. https://doi.org/10.3102/003465431036880310.3102/0034654310368803
- Akaike, H. (1998). Information theory and an extension of the maximum likelihood principle. In E. Parzen, K. Tanabe, & G. Kitagawa (Eds.), Selected papers of Hirotugu Akaike (pp. 199–213). Springer.10.1007/978-1-4612-1694-0_15
- Aksu-Koç, A., & Tekdemir, G. (2004). Interplay between narrativity and mindreading. A comparison between Turkish and English. In S. Strömqvist &. Verhoeven, L. (Ed.), Relating events in narrative: Typological and contextual perspectives. Lawrence Erlbaum Associates.
- Austin, G., Groppe, K., & Elsner, B. (2014). The reciprocal relationship between executive function and theory of mind in middle childhood: A 1-year longitudinal perspective. Frontiers in Psychology, 5, 655–655. https://doi.org/10.3389/fpsyg.2014.0065510.3389/fpsyg.2014.00655
- Bamberg, M., & Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children’s narrative competencies. Journal of Child Language, 18(3), 689–710. https://doi.org/10.1017/S030500090001131410.1017/S0305000900011314
- Barac, R., Moreno, S., & Bialystok, E. (2016). Behavioral and electrophysiological differences in executive control between monolingual and bilingual children. Child Development, 87(4), 1277–1290. https://doi.org/10.1111/cdev.1253810.1111/cdev.12538
- Barbu, S., Nardy, A., Chevrot, J.-P., Guellaï, B., Glas, L., Juhel, J., & Lemasson, A. (2015). Sex differences in language across early childhood: family socioeconomic status does not impact boys and girls equally. Frontiers in Psychology, 6, 1874. https://doi.org/10.3389/fpsyg.2015.0187410.3389/fpsyg.2015.01874
- Berglund, E. E., Eriksson, M. &. Westerlund, M. (2005). Communicative skills in relation to gender, birth order, childcare and socioeconomic status in 18-month-old children. Scandinavian Journal of Psychology, 46(6), 485–491. https://doi.org/10.1111/j.1467-9450.2005.00480.x10.1111/j.1467-9450.2005.00480.x
- Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11(4), 469–497. https://doi.org/10.1080/0163853880954471410.1080/01638538809544714
- Berman, R. A., & Slobin, D. I.(1994). Relating events in narrative:A crosslinguistic developmental study. Lawrence Erlbaum Associates.
- Bohnacker, U., Lindgren, J., & Öztekin, B. (2016). Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production. Journal of Home Language Research, 1, 17–41.10.16993/jhlr.26
- Bruce, B., Thernlund, G., & Nettelbladt, U. (2006). ADHD and language impairment. European Child & Adolescent Psychiatry, 15(1), 52–60. https://doi.org/10.1007/s00787-006-0508-910.1007/s00787-006-0508-9
- Buckner, J. P., & Fivush, R. (1998). Gender and self in children’s autobiographical narratives. Applied Cognitive Psychology, 12(4), 407–429. https://doi.org/10.1002/(SICI)1099-0720(199808)12:4<407::AID-ACP575>3.0.CO;2-710.1002/(SICI)1099-0720(199808)12:4<407::AID-ACP575>3.0.CO;2-7
- Burdett, E. R. (2018). Theory of mind, development and cross-cultural variation. In H. Callan (Ed.), The international encyclopedia of anthropology (pp. 1–9). Wiley. https://doi.org/10.1002/9781118924396.wbiea164310.1002/9781118924396.wbiea1643
- Burnham, K. P., & Anderson, D. R. (2002). Model selection and multimodel inference. A practical information-theoretic approach. Springer.
- Calero, C. I., Salles, A., Semelman, M., & Sigman, M. (2013). Age and gender dependent development of Theory of Mind in 6- to 8-years old children. Frontiers in Human Neuroscience, 7, 281–281. https://doi.org/10.3389/fnhum.2013.0028110.3389/fnhum.2013.00281
- Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278–288. https://doi.org/10.1016/j.cognition.2013.11.01510.1016/j.cognition.2013.11.015
- Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children’s theory of mind. Child Development, 4, 1032–1053. https://doi.org/10.1111/1467-8624.0033310.1111/1467-8624.00333
- Charman, T., Ruffman, T., & Clements, W. (2002). Is there a gender difference in false belief development? Social Development, 11(1), 1–10. https://doi.org/10.1111/1467-9507.0018310.1111/1467-9507.00183
- Chasiotis, A., Kiessling, F., Hofer, J., & Campos, D. (2006). Theory of mind and inhibitory control in three cultures: Conflict inhibition predicts false belief understanding in Germany, Costa Rica and Cameroon. International Journal of Behavioral Development, 30(3), 249–260. https://doi.org/10.1177/016502540606675910.1177/0165025406066759
- Chen, L., & Yan, R. (2011). Development and use of English evaluative expressions in narratives of Chinese–English bilinguals. Bilingualism: Language and Cognition, 14(4), 570–578. https://doi.org/10.1017/S136672891000036210.1017/S1366728910000362
- de Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive Development, 17(1), 1037–1060. https://doi.org/10.1016/S0885-2014(02)00073-410.1016/S0885-2014(02)00073-4
- Demir, Ö. E. C. E., Levine, S. C., & Goldin-Meadow, S. (2014). A tale of two hands: Children’s early gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language, 42(3), 662–681. https://doi.org/10.1017/S030500091400041510.1017/S0305000914000415
- Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794. https://doi.org/10.1111/cdev.1223710.1111/cdev.12237
- Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-14375010.1146/annurev-psych-113011-143750
- Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited: Myth or reality? Experimental Psychology, 61(3), 234–251. https://doi.org/10.1027/1618-3169/a00024310.1027/1618-3169/a000243
- Eaton, J. H., Collis, G. M., & Lewis, V. A. (1999). Evaluative explanations in children’s narratives of a video sequence without dialogue. Journal of Child Language, 26(3), 699–720. https://doi.org/10.1017/S030500099900396710.1017/S0305000999003967
- Eggum, N. D., Eisenberg, N., Kao, K., Spinrad, T. L., Bolnick, R., Hofer, C., Kupfer, A. S., & Fabricius, W. V. (2011). Emotion understanding, theory of mind, and prosocial orientation: Relations over time in early childhood. The Journal of Positive Psychology, 6(1), 4–16. https://doi.org/10.1080/17439760.2010.53677610.1080/17439760.2010.536776
- Eriksson, M. (2017). The Swedish Communicative Development Inventory III: Parent reports on language in preschool children. International Journal of Behavioral Development, 41(5), 647–654. https://doi.org/10.1177/016502541664407810.1177/0165025416644078
- Eriksson, M., Marschik, P. B., Tulviste, T., Almgren, M., Pérez Pereira, M., Wehberg, S., Marjanovič-Umek, L., Gayraud, F., Kovacevic, M., & Gallego, C. (2012). Differences between girls and boys in emerging language skills: Evidence from 10 language communities. British Journal of Developmental Psychology, 30(2), 326–343. https://doi.org/10.1111/j.2044-835X.2011.02042.x10.1111/j.2044-835X.2011.02042.x
- Fernández, C. (2013). Mindful storytellers: Emerging pragmatics and theory of mind development. First Language, 33(1), 20–46. https://doi.org/10.1177/014272371142263310.1177/0142723711422633
- Fisher, E., L., Barton-Hulsey, A., Walters, C., Sevcik, Rose, A., & Morris, R. (2019). Executive functioning and narrative language in children with dyslexia. American Journal of Speech-Language Pathology, 28(3), 1127–1138. https://doi.org/10.1044/2019_AJSLP-18-010610.1044/2019_AJSLP-18-0106
- Frank, C. K. (2018). Reviving pragmatic theory of theory of mind. AIMS Neuroscience, 5(2), 116–131. https://doi.org/10.3934/Neuroscience.2018.2.11610.3934/Neuroscience.2018.2.116
- Frank, C. K., Baron-Cohen, S., & Ganzel, B. L. (2015). Sex differences in the neural basis of false-belief and pragmatic language comprehension. NeuroImage, 105, 300–311. https://doi.org/10.1016/j.neuroimage.2014.09.04110.1016/j.neuroimage.2014.09.041
- Friend, M., & Bates, R. P. (2014). The union of narrative and executive function: Different but complementary. Frontiers in Psychology, 5, 469. https://doi.org/10.3389/fpsyg.2014.0046910.3389/fpsyg.2014.00469
- Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology, 47(2), 404–416. https://doi.org/10.1037/a002106510.1037/a0021065
- Gamannossi, B. A., & Pinto, G. (2014). Theory of mind and language of mind in narratives: Developmental trends from kindergarten to primary school. First Language, 34(3), 262–272. https://doi.org/10.1177/014272371453587510.1177/0142723714535875
- Gathercole, S. E., Service, E., Hitch, G. J., Adams, A.-M., & Martin, A. J. (1999). Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology, 13(1), 65–77. https://doi.org/10.1002/(SICI)1099-0720(199902)13:1<65::AIDACP548>3.0.CO;2-O10.1002/(SICI)1099-0720(199902)13:1<65::AID-ACP548>3.0.CO;2-O
- Gershon, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., & Nowinski, C. J. (2013). NIH Toolbox for Assessment of Neurological and Behavioral Function. Neurology, 80(11 Supplement 3), S2–S6. https://doi.org/10.1212/WNL.0b013e3182872e5f10.1212/WNL.0b013e3182872e5f
- Gerholm, T., Hörberg, T., Tonér, S., Kallioinen, P., Frankenberg, S., Kjällander, S., Palmer, A., & Taguchi, H. L. (2018). A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills. BMC Psychology, 6(1), 29. https://doi.org/10.1186/s40359-018-0239-y10.1186/s40359-018-0239-y
- Gerholm, T., Kallioinen, P., Tonér, S., Frankenberg, S., Kjällander, S., Palmer, A., & Lenz-Taguchi, H. (2019). A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills. BMC Psychology, 7(1), 59. https://doi.org/10.1186/s40359-019-0325-910.1186/s40359-019-0325-9
- Gestsdottir, S., Birgisdottir, F., von Suchodoletz, A., Gunzenhauser, C., Wanless, S. B., Hubert, B., Guimard, P., & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: longitudinal findings from france, germany, and iceland. Applied Developmental Science, 18(2), 90–109. https://doi.org/10.1080/10888691.2014.89487010.1080/10888691.2014.894870
- Goodman, R. (2001). Psychometric properties of the Strengths and Difficulties Questionnaire. Journal of the American Academy of Child & Adolescent Psychiatry, 40(11), 1337–1345. https://doi.org/10.1097/00004583-200111000-0001510.1097/00004583-200111000-00015
- Grissom, N. M., & Reyes, T. M. (2019). Let’s call the whole thing off: Evaluating gender and sex differences in executive function. Neuropsychopharmacology, 44(1), 86–96. https://doi.org/10.1038/s41386-018-0179-510.1038/s41386-018-0179-5
- Gunnerud, H. L., ten Braak, D., Reikerås, E. K. L., Donolato, E., & Melby-Lervåg, M. (2020). Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis. Psychological Bulletin, 146(12), 1059–1083. https://doi.org/10.1037/bul000030110.1037/bul0000301
- Kloo, D., & Perner, J. (2003). Training transfer between card sorting and false belief understanding: Helping children apply conflicting descriptions. Child Development, 74(6), 1823–1839.10.1046/j.1467-8624.2003.00640.x
- Küntay, A. C., & Nakamura, K. (2004). Relating events in narrative: Typological and contextual perspectives. In S. Strömqvist &. L. Verhoeven. (Ed.), Linguistic strategies serving evaluative functions (2nd ed., pp. 329–358). Lawrence Erlbaum Associates.
- Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions of personal experience. In I. Helm (Ed), Essays on the verbal and visual arts. Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society (pp. 12–44). University of Washington Press.
- Leaper, C., Anderson, K. J., & Sanders, P. (1998). Moderators of gender effects on parents’ talk to their children: A meta-analysis. Developmental Psychology, 34(1), 3–27. https://doi.org/10.1037/0012-1649.34.1.310.1037/0012-1649.34.1.3
- Malmberg, M., Rydell, A.-M., & Smedje, H. (2003). Validity of the Swedish version of the Strengths and Difficulties Questionnaire (SDQ-Swe). Nordic Journal of Psychiatry, 57(5), 357–363. https://doi.org/10.1080/0803948031000269710.1080/08039480310002697
- Mayer, M. (1969). Frog, where are You? Dial Press.
- Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta-analysis of the relation between language ability and false-belief understanding. Child Development, 78(2), 622–646. https://doi.org/10.1111/j.1467-8624.2007.01018.x10.1111/j.1467-8624.2007.01018.x
- Mulder, H., Hoofs, H., Verhagen, J., van der Veen, I., & Leseman, P. P. M. (2014). Psychometric properties and convergent and predictive validity of an executive function test battery for two-year-olds. Frontiers in Psychology, 5, 733. https://doi.org/10.3389/fpsyg.2014.0073310.3389/fpsyg.2014.00733
- Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464–480. https://doi.org/10.1111/j.1467-7687.2007.00600.x10.1111/j.1467-7687.2007.00600.x
- OECD. (2017). OECD Economic Surveys: Sweden 2017. https://doi.org/10.1787/eco_surveys-swe-2017-en10.1787/eco_surveys-swe-2017-en
- Peristeri, E., Andreou, M., & Tsimpli, I. M. (2017). Syntactic and story structure complexity in the narratives of high- and low-language ability children with autism spectrum disorder. Frontiers in Psychology, 82027. https://doi.org/10.3389/fpsyg.2017.0202710.3389/fpsyg.2017.02027
- Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152. https://doi.org/10.1080/1740562034400002210.1080/17405620344000022
- Pons, F., Lawson, J., Harris, P. L., & de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347–353. https://doi.org/10.1111/1467-9450.0035410.1111/1467-9450.00354
- Puskás, T., & Björk-Willén, P. (2017). Flerspråkighet och andraspråksutveckling [Multilingualism and second language learning]. The Swedish National Agency for Education. https://larportalen.skolverket.se/LarportalenAPI/api-v2/document/path/larportalen/material/inriktningar/5-las-skriv/F%C3%B6rskola/035-flera-sprak-i-barngruppen/del_01/Material/Flik/Del_01_MomentA/Artiklar/M35_fsk_01A_01_flersprakighet.docx
- R Core Team. (2017). R: A language and environment for statistical computing (3.4.4). [Computer software]. R Foundation for Statistical Computing. https://www.R-project.org/
- Renfrew, C. E. (1995). The Bus Story Test: A test of narrative speech (3rd ed.). Speechmark Publishing.
- Rubio-Fernández, P., & Geurts, B. (2013). How to pass the false-belief task before your fourth birthday. Psychological Science, 24(1), 27–33. https://doi.org/10.1177/095679761244781910.1177/0956797612447819
- SCB. (2017). Vanligare med låg ekonomisk standard bland utrikes födda [Low economic standard more common among those born abroad]. https://www.scb.se/hitta-statistik/artiklar/2017/Vanligare-med-lag-ekonomisk-standard-bland-utrikes-fodda/
- Shatz, M., Diesendruck, G., Martinez-Beck, I., & Akar, D. (2003). The influence of language and socioeconomic status on children’s understanding of false belief. Developmental Psychology, 39(4), 717–729. https://doi.org/10.1037/0012-1649.39.4.71710.1037/0012-1649.39.4.717
- Siller, M., Swanson, M. R., Serlin, G., & George, A. (2014). Internal state language in the storybook narratives of children with and without autism spectrum disorder: investigating relations to theory of mind abilities. Research in Autism Spectrum Disorders, 8(5), 589–596. https://doi.org/10.1016/j.rasd.2014.02.00210.1016/j.rasd.2014.02.002
- Skolverket. (2016). Barn och grupper i förskolan [Children and groups in preschool]. The Swedish National Agency for Education. https://www.skolverket.se/statistik-och-utvardering/statistik-i-tabeller/forskola/barn-och-grupper Skolverket. (2018). Curriculum for the preschool Lpfö 18. https://www.skolverket.se/publikationsserier/styrdokument/2019/curriculum-for-thepreschool-lpfo-18
- St. John, A. M., Kibbe, M., & Tarullo, A. R. (2019). A systematic assessment of socioeconomic status and executive functioning in early childhood. Journal of Experimental Child Psychology, 178, 352–368. https://doi.org/10.1016/j.jecp.2018.09.00310.1016/j.jecp.2018.09.003
- Sundqvist, A., Holmer, E., Koch, F.-S., & Heimann, M. (2018). Developing theory of mind abilities in Swedish pre-schoolers. Infant and Child Development, 27(4), e2090. https://doi.org/10.1002/icd.209010.1002/icd.2090
- Tallberg Broman, I. (2017). Utbildningsvetenskap för förskolan (Andra utgåvan) [Educational science for preschool. (Second edition)]. In B. Riddersporre & P. Riddersporre S. (Ed.), Svensk förskola i kontinuitet och förändring [Swedish preschool: Continuity and change]. Natur & Kultur.
- Tomasello, M. (2018). How children come to understand false beliefs: A shared intentionality account. Proceedings of the National Academy of Sciences, 115(34), 8491. https://doi.org/10.1073/pnas.180476111510.1073/pnas.1804761115
- Tomasello, M., & Rakoczy, H. (2003). What makes human cognition unique? From individual to shared to collective intentionality. Mind & Language, 18(2), 121–147. https://doi.org/10.1111/1468-0017.0021710.1111/1468-0017.00217
- Tonér, S., Kallioinen, P., & Lacerda, F. (2021). Selective Auditory Attention Associated With Language Skills but Not With Executive Functions in Swedish Preschoolers. Frontiers in Psychology, 12(1686). https://doi.org/10.3389/fpsyg.2021.66450110.3389/fpsyg.2021.664501
- Tonér, S., & Nilsson Gerholm, T. (2021). Links between language and executive functions in Swedish preschool children: A pilot study. Applied Psycholinguistics, 42(1), 207–241. https://doi.org/10.1017/S014271642000070310.1017/S0142716420000703
- Trabasso, T., & Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse Processes, 15(3), 249–275. https://doi.org/10.1080/0163853920954481210.1080/01638539209544812
- Veneziano, E., Albert, L., & Martin, S. (2009). Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin. In J. Guo (Ed.), Learning to tell a story of false belief. A study of French-speaking children (pp. 277–289). Routledge.
- Walker, S. (2005). Gender differences in the relationship between young children’s peer-related social competence and individual differences in theory of mind. Journal of Genetic Psychology, 166(3), 297. https://doi.org/10.3200/GNTP.166.3.297-31210.3200/GNTP.166.3.297-312
- Weintraub, S., Dikmen, S. S., Heaton, R. K., Tulsky, D. S., Zelazo, P. D., Bauer, P. J., Carlozzi, N. E., Slotkin, J., Blitz, D., Wallner-Allen, K., Fox, N. A., Beaumont, J. L., Mungas, D., Nowinski, C. J., Richler, J., Deocampo, J. A., Anderson, J. E., Manly, J. J., Borosh, B., … Gershon, R. C. (2013). Cognition assessment using the NIH Toolbox. Neurology, 80(11 Supplement 3), S54– S64. https://doi.org/10.1212/WNL.0b013e3182872ded10.1212/WNL.0b013e3182872ded
- Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72(3), 655–684. https://doi.org/10.1111/1467-8624.0030410.1111/1467-8624.00304
- Whitehouse, A. J. O., & Hird, K. (2004). Is grammatical competence a precondition for belief-desire reasoning? Evidence from typically developing children and those with autism. Advances in Speech Language Pathology, 6(1), 39–51. https://doi.org/10.1080/144170404100016694810.1080/14417040410001669480
- Zelazo, P. D., Anderson, J. E., Richler, J., Wallner-Allen, K., Beaumont, J. L., &., & Weintraub, S. (2013). II. NIH Toolbox cogntition battery (CB): Measuring executive function and attention. Monographs of the Society for Research in Child Development, 78(4), 16–33. https://doi.org/10.1111/mono.1203210.1111/mono.12032
