The current study addresses the question of the relation between ToM and children's epistemic humility - the tendency to acknowledge the limitations of one's knowledge while being open to another's input during socio-cognitive conflict regulation - in a cooperative problem-solving context. Sixty-four boys and girls between the ages of 5 to 9 years (32 same-gender dyads) were tested for their ToM with the Theory of Mind Test (TMT) and The Test of Emotion Comprehension (TEC), and for their epistemic humility through an analysis of their spontaneous verbal interactions during the resolution of a dyadic spatial transformation task. The results showed that children with higher levels of ToM more frequently showed more epistemic humility when faced with conflicting ideas, even when age was taken into account. The results are discussed in terms of the processes underlying socio-cognitive conflict regulation in peer cooperation and their educational implications.

当前的研究解决了 ToM 与儿童的认知谦逊之间的关系问题——在合作解决问题的背景下，在社会认知冲突调节过程中承认一个人的知识局限性同时对他人的输入持开放态度的倾向。64 名年龄在 5 至 9 岁之间的男孩和女孩（32 对同性）接受了心理理论理论测试 (TMT) 和情感理解测试 (TEC) 的 ToM 测试，以及他们的认知谦逊通过分析他们在解决二元空间转换任务期间自发的语言互动。结果表明，具有较高 ToM 水平的儿童在面对相互冲突的想法时更频繁地表现出更多的认知谦逊，即使考虑到年龄也是如此。