<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1989-3809</journal-id>
<journal-title><![CDATA[Escritos de Psicología (Internet)]]></journal-title>
<abbrev-journal-title><![CDATA[Escritos de Psicología]]></abbrev-journal-title>
<issn>1989-3809</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de Málaga]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1989-38092018000100002</article-id>
<article-id pub-id-type="doi">10.5231/psy.writ.2018.0105</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Teoría de la mente y empatía. Repercusiones en la aceptación por los iguales en niños y niñas de Educación Infantil, Primaria y Secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Theory of mind and empathy. Repercussions on peer acceptance in Pre-school Primary and Secondary Education children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldonado Recio]]></surname>
<given-names><![CDATA[María Trinidad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barajas Esteban]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Málaga Departamento de Psicología evolutiva y de la Educación ]]></institution>
<addr-line><![CDATA[Málaga ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>10</fpage>
<lpage>24</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1989-38092018000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1989-38092018000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1989-38092018000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La teoría de la mente (ToM) y la empatía son habilidades que desempeñan un papel central en la interacción social. Avances recientes en neurociencia cognitiva están contribuyendo a distinguir un componente cognitivo y un componente afectivo tanto en ToM como en empatía y, con ello, a definir la relación conceptual entre ellos. Este estudio pretende explorar en la repercusión de las habilidades de ToM cognitiva, ToM afectiva, empatía cognitiva y empatía afectiva sobre la aceptación social de niños y niñas; además, pretende indagar en la contribución relativa de estos factores en las edades que corresponden, respectivamente, a Educación Infantil, Educación Primaria y Educación Secundaria. El número total de participantes fue de 127 de tres grupos de edad: 4-5 años (N=31), 7-8 años (N=38), 12-14 años (N=58). Se les administraron una selección de tareas de ToM, la Escala Básica de Empatía y un cuestionario sociométrico. Los resultados confirman una relación positiva entre empatía afectiva y aceptación entre iguales en las edades de 4-5 años; una relación negativa entre ToM y aceptación por los iguales en la edad de 7-8 años; y una relación positiva entre empatía cognitiva y aceptación entre iguales en el periodo de 12-14 años. La atribución de estados mentales y la empatía son variables útiles para percibir las señales del entorno social y hacer un uso correcto de ellas permite la adaptación al grupo, pero no tienen la misma relevancia en las diferentes etapas del desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Theory of Mind (ToM) and empathy are skills that play a crucial role in social interaction. Recent advances in cognitive neuroscience are contributing to distinguishing between the cognitive and affective components of ToM and empathy, thus defining a conceptual relationship between them. This study analysed the impact of cognitive ToM, affective ToM, cognitive empathy, and affective empathy on the social acceptance of children. It also investigated the relative contribution of these factors in pre-school, primary school, and secondary school children. There were 127 participants in three age groups: 4 to 5 years (N = 31), 7 to 8 years (N = 38), and 12 to 14 years (N = 58). They were administered a selection of ToM tasks, the Basic Empathy Scale, and a sociometric questionnaire. The results confirmed a positive association between affective empathy and peer acceptance in the 4 to 5 year age group, a negative association between ToM and peer acceptance in the 7 to 8 year age group, and a positive association between cognitive empathy and peer acceptance in the 12 to 14 year age group. The attribution of mental states and empathy is useful in the perception of signals in the social environment and its appropriate use allows adaptation to the group. However, its relevance changes according to the different stages of development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[teoría de la mente]]></kwd>
<kwd lng="es"><![CDATA[ToM cognitiva]]></kwd>
<kwd lng="es"><![CDATA[ToM afectiva]]></kwd>
<kwd lng="es"><![CDATA[empatía cognitiva]]></kwd>
<kwd lng="es"><![CDATA[empatía afectiva]]></kwd>
<kwd lng="es"><![CDATA[aceptación entre iguales]]></kwd>
<kwd lng="en"><![CDATA[theory of mind]]></kwd>
<kwd lng="en"><![CDATA[cognitive ToM]]></kwd>
<kwd lng="en"><![CDATA[affective ToM]]></kwd>
<kwd lng="en"><![CDATA[cognitive empathy]]></kwd>
<kwd lng="en"><![CDATA[affective empathy]]></kwd>
<kwd lng="en"><![CDATA[peer acceptance]]></kwd>
</kwd-group>
</article-meta>
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