In the main study of associations between theory of mind (ToM) ability and quality of social interaction, 48 dyads of equal and unequal ToM status were videotaped at social pretend play. The present report gives details of a triangulation study which examined a subsample of 12 dyads. Videotaped segments of the 12 dyads were rated independently by experienced pre-school teachers naive to the theory of mind factor. These ratings produced three sets of measures of facilitation, sharing meaning and thematic maintenance of interactive play. The two-fold aim of this procedure was (a) to cross-validate the data by obtaining multiple judgements of the play behaviour; (b) to assess the prognostic value of these judgements in determining the understanding of other minds in social interactive play. Additionally, the study also examined cross-cultural variations in evaluations of children's interaction sequences by using a second cross-cultural dimension where both Singaporean and UK raters comprised the panel of respondents. Secondary analyses were conducted to examine differences in the pattern and magnitude of results based on rater nationality. Convergent findings strengthened the link between theory of mind ability and quality of social interaction.
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