Individual Differences in Executive Functioning Predict Preschoolers' Improvement From Theory-of-Mind Training
Individual Differences in Executive Functioning Predict Preschoolers' Improvement From Theory-of-Mind Training
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DOI：
10.1037/a0031056
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发表时间：
2013-09-01
影响因子：
4
通讯作者：
Zelazo, Philip David
中科院分区：
文献类型：
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作者：
Benson, Jeannette E.;Sabbagh, Mark A.;Zelazo, Philip David
24名3.5岁的儿童谁最初表现不佳的错误信念任务参加了旨在促进这些任务的性能的培训协议。我们的目的是确定儿童从训练中受益的程度是否可以通过他们在执行功能任务中的表现来预测。研究结果表明，无论是在训练期间还是在后测期间，执行功能表现的个体差异强烈且一致地预测了儿童错误信念表现的改善以及他们适当解释基于错误信念的行为的能力。在对几个相关协变量进行统计学控制后，这些发现是稳健的。这些结果与执行功能技能通过促进反思和学习相关经验的能力来促进心理理论发展的建议是一致的。
Twenty-four 3.5-year-old children who initially showed poor performance on false-belief tasks participated in a training protocol designed to promote performance on these,tasks. Our aim was to determine whether the extent to which children benefited from training was predicted by their performance on a battery of executive functioning tasks. Findings indicated that individual differences in executive functioning performance strongly and consistently predicted improvement in children's false-belief performance and their ability to appropriately explain false-belief-based behavior, both during the training period and during the posttest. These findings were robust after statistically controlling for several relevant covariates. These results are consistent with the suggestion that executive functioning skills promote developments in theory of mind by facilitating the ability to reflect upon and learn from relevant experience.