For centuries, humans have contemplated the minds of gods. Research on religious cognition is spread across sub-disciplines, making it difficult to gain a complete understanding of how people reason about gods' minds. We integrate approaches from cognitive, developmental, and social psychology and neuroscience to illuminate the origins of…

We examine how understandings of ordinary and extraordinary communication develop. Three- to 10-year-old children and adults (N = 183) were given scenarios in which a protagonist wanted help from a human (their parent) or from God. Scenarios varied in whether protagonists expressed their desires aloud (by asking) or silently (by hoping), whether…

Individuals in many cultures believe in omniscient (all-knowing) beings, but everyday representations of omniscience have rarely been studied. To understand the nature of such representations requires knowing how they develop. Two studies examined the breadth of knowledge (i.e., types of knowledge) and depth of knowledge (i.e., amount of knowledge…

The emotional reactivity hypothesis holds that, over the course of phylogeny, the selection of animals with less reactive temperaments supported the development of sophisticated social-cognitive skills in several species, including humans (Hare, 2007). In the ontogenetic human case, an emotional reactivity hypothesis predicts that children with…

Three- to 5-year-old (N = 61) religiously schooled preschoolers received theory-of-mind (ToM) tasks about the mental states of ordinary humans and agents with exceptional perceptual or mental capacities. Consistent with an anthropomorphism hypothesis, children beginning to appreciate limitations of human minds (e.g., ignorance) attributed those…

This prospective longitudinal study provides evidence of preschool-age precursors of hostile attribution bias in young school-age children, a topic that has received little empirical attention. We examined multiple risk domains, including laboratory and observational assessments of children's social-cognition, general cognitive functioning,…

The current study utilized longitudinal data to investigate how theory of mind (ToM) and emotion understanding (EU) concurrently and prospectively predicted young children's moral reasoning and decision making. One hundred twenty-eight children were assessed on measures of ToM and EU at 3.5 and 5.5 years of age. At 5.5 years, children were also…

Temperament dimensions influence children's approach to and participation in social interactive experiences which reflect and impact children's social understandings. Therefore, temperament differences might substantially impact theory-of-mind development in early childhood. Using longitudinal data, we report that certain early temperament…