ABSTRACT This longitudinal study examined the developmental relations between first‐order Theory of Mind (ToM), advanced ToM, and executive function (EF) from ages 4 to 7.5. Two‐hundred‐three German children were assessed at ages 4, 5.5, and 7.5 on measures of ToM, EF (working memory, inhibition, cognitive flexibility), general cognition, and language. Using regression, structural equation modeling (SEM), and latent class analysis, we investigated whether early ToM and EF predict advanced ToM performance and how the developmental pathways unfold. We found significant concurrent relations between ToM and EF at all time points, as well as a predictive relation from EF at age 4 to advanced ToM at age 7.5. ToM at age 4 also significantly predicted ToM at age 7.5, suggesting early ToM lays a foundation for later conceptual growth. Cross‐lagged SEM revealed that EF at age 4—but not at 5.5—predicted advanced ToM, indicating EF may support ToM development at key transition points. Latent class analysis identified four ToM profiles: consistently high performers, late bloomers, partial achievers, and inconsistent performers. Early language skills and later inhibition differentiated these groups; general cognition played a lesser role. These findings support a hybrid account of ToM development: early conceptual understanding is foundational for later competence, but qualitative shifts are required to master more complex ToM forms. EF and language appear as critical supports for ToM development, especially during periods of conceptual change. This study contributes to a more nuanced view of how domain‐general and domain‐specific processes interact in the development of complex social cognition. Summary Longitudinal study of Theory of Mind (ToM), advanced ToM, and executive function (EF) from ages 4 to 7.5. ToM and early EF at age 4 significantly predicted advanced ToM performance at age 7.5, independent of general cognitive ability. Latent class analysis identified four distinct developmental ToM pathways, including partial achievers and inconsistent performers. Findings support a hybrid view: early conceptual continuity lays a foundation, but later conceptual change is needed for advanced mental state reasoning.
Osterhaus et al. (2026) studied this question.