The differential role of language and executive functions in the relation between socioeconomic status and theory of mind in preschool and school-aged children.

This study examined the role of language and executive functions (EFs) as potential mediators of the relation between family socioeconomic status (SES) and Theory of Mind (ToM) in preschool and school-aged children. A total of 375 children aged 3 to 7 years completed assessments of ToM (false beliefs task), language abilities (vocabulary, syntax, and novel word learning), and EFs (inhibition and cognitive flexibility). Family SES was measured based on parental education and occupational status. Structural equation modeling revealed that language mediated the SES-ToM association, whereas EFs did not significantly contribute to this relation when language abilities were considered. When accounting for potential ceiling effects of the language task, we found no evidence that age moderated the mediation effect of language on the association between SES and ToM. These findings underscore the pivotal role of language abilities in shaping social-cognitive development and highlight the importance of designing targeted interventions that use language-based materials to support ToM, particularly for children from low-SES backgrounds.