Theory of mind, attachment and executive function in children from different socioeconomic status

Abstract

Our objective was to compare performance on tests of executive functioning, attachment and theory of mind in children with different socioeconomic status. We evaluated 37 students between 10 to 12 years from private and national educational institutions with the Camir (attachment), the false belief tasks (theory of mind) and the Stroop, TMT A and B and direct and indirect digit (executive function). Our results show significant differences between groups in executive function, particularly in inhibitory control where students from private school have better scores. These differences are discussed in the context of development of students and based on their socioeconomic status.