The Assessment of Elaborated Role-Play in Young Children: Invisible Friends, Personified Objects, and Pretend Identities.
The Assessment of Elaborated Role-Play in Young Children: Invisible Friends, Personified Objects, and Pretend Identities.
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幼儿精细角色扮演的评估：看不见的朋友、拟人化物体和假装身份。
DOI：
10.1111/sode.12011
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发表时间：
2013
影响因子：
2
通讯作者：
A. Mannering
中科院分区：
文献类型：
--
作者：
Marjorie Taylor;Alison B. Sachet;Bayta L. Maring;A. Mannering
通过儿童访谈和家长问卷调查，对 208 名幼儿进行了关于隐形朋友、拟人化物体和假装身份的调查，对角色扮演（即假装儿童想象并扮演另一个人的角色）进行了评估。参与角色扮演的孩子在年龄或词汇理解方面与其他孩子没有差异。然而，他们比其他孩子更能够进行假装对话，并且被父母认为不那么害羞。结果的总体模式表明，与想象中的他人（在实验室内外）互动的能力与个体人格差异的关系比与发育水平的关系更为密切。
Role-play (i.e., pretending in which children imagine and act out the part of another individual) was assessed with child interviews and parent questionnaires about invisible friends, personified objects, and pretend identities in a sample of 208 young children. Children who engaged in role-play did not differ from other children in age or vocabulary comprehension. However, they were better able to generate a pretend conversation than other children and were rated by their parents as less shy. The overall pattern of results suggests that the capacity to interact with imaginary others (in and out of the lab) is more closely associated with individual differences in personality than developmental level.
“小五”：探索青春期男孩人格五因素模型的法则网络。
影响因子：
4.6
作者：
John,OP;Caspi,A;Robins,RW;Moffitt,TE;Stouthamer-Loeber,M
通讯作者：
Stouthamer-Loeber,M
影响因子：
4.6
作者：
Rothbart, MK;Ahadi, SA;Fisher, P
通讯作者：
Fisher, P