Co-Development of Theory of Mind, Working Memory, Vocabulary, and Grammatical Knowledge from Kindergarten to Grade 4

Co-development of theory of mind, working memory, vocabulary, and grammatical knowledge was examined using longitudinal data (N=250). For many students, co-development was found whereas for students with low theory of mind in Kindergarten, growth was observed in working memory, vocabulary, and grammatical knowledge, but not in theory of mind.