Abstract
The aim of this research was to evaluate and explore some of the possible relationships between theory of mind and language referring to mental states. The participants were 85 first graders of two public elementary schools in Minas Gerais, with an average age of 6.8 years (SD=3.0). The instruments used were a scale with theory of mind tasks and a picture story book. The results showed a positive but weak association between theory of mind and language, a finding which converges with previous research. Possible variables that may motivate differences in children's social cognitive development are discussed.
Keywords
theory of mind; language; elementary school