children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview.
Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education.
The number of siblings that children had did not relate to their social cognition.
The results suggest that family background has a significant impact on the development of theory of mind.
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