Akademik Veri Yönetim Sistemi
COGNITIVE DEVELOPMENT, cilt.79, ss.1-11, 2026 (SSCI, Scopus)
In the present study, the relationships among parental neglect, executive functions, and theory of mind (ToM) in the preschool period were examined using a conditional process model. The research sample consisted of 336 typically developing preschool children and their mothers living in Ankara and Gaziantep, Türkiye. To obtain socio-demographic data, the Socio-Demographic Information Form was administered to mothers, the Multidimensional Neglectful Behavior Scale-Parent Form was used to assess their neglect levels, and the Childhood Executive Function Inventory-Parent Form was employed to evaluate their children’s executive functions. In addition, the Theory of Mind Scale was administered directly to children to assess their ToM skills. The findings revealed that executive functions played a partial mediating role in the association between parental neglect and ToM. Moreover, this mediation varied depending on the level of neglect, such that the explanatory role of executive functions on ToM became more prominent at higher levels of neglect. These results indicate that both cognitive skills and caregiving experiences should be considered together in children’s socio-cognitive development. Accordingly, it is recommended that early intervention programs be designed to support both the quality of parenting and executive function skills