Abstract
BACKGROUND: The mind reading ability of children has evoked wide interest, but its relationship with general cognitive abilities remains obscure. METHODS: We studied the relationship between the mind reading ability and general intelligence. Children (N = 105) between 8 to 11 years from educational institutions were assessed for the mind reading ability using Picture Sequencing Task and Unexpected Contents Theory of Mind task. We used Strengths and Difficulties Questionnaire to rule out psychiatric morbidity. An independent investigator quantified intelligence and adaptive behavior with Binet- Kamat Test of intelligence and Vineland Adaptive Behavior Scale respectively. We employed bivariate and multivariate statistical tests. RESULTS: We demonstrated that mind reading ability was not significantly related to general intelligence or its domains except for the social intelligence after controlling the confounders methodologically and statistically. CONCLUSION: These findings argue that mind reading skill exists as an independent cognitive domain and has clinical, research as well as educational implications.