Research on theory of mind in typically developing children has focused almost exclusively on universal achievements up to age 5. Far less is known about how theory of mind skills develop in middle childhood and adolescence. We investigated later-developing theory of mind achievements to determine the kinds of behaviors associated with skill in theory of mind. Engaging in role play and pretense, as reported by parents, and engagement in acting classes predicted theory of mind skill in 8- to 11-year-olds independently of socio-economic status (SES), age, and verbal IQ. These findings show that the proclivity to role play is related to the ability to understand and perceive others internal states.
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