The relation between the production of double embeddings and Theory of Mind performance

Several linguists argue that children must have acquired the syntax of single sentence embeddings before they successfully pass first-order Theory of Mind (ToM) tasks. This raises the question whether the acquisition of double sentence embeddings (Donald thinks that Mickey thinks that it is raining) is necessary for the development of second-order ToM (the ability to attribute beliefs about beliefs to others). This study investigates the relationship between first- and second-order ToM and children’s production of single and double embeddings. 55 Children (aged 7-10) received a verbal ToM task and a sentence elicitation
task that elicits double embeddings through pictures with embedded thought bubbles. Second-order ToM passers produced mainly double embeddings, whereas first-order ToM passers produced mainly single embeddings. The more double embeddings a child produced, the better its performance on second-order ToM. We conclude that the ability to produce double embeddings is related to the development of second-order ToM.