The link between preschoolers' executive function and theory of mind and the role of epistemic states
The link between preschoolers' executive function and theory of mind and the role of epistemic states
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DOI：
10.1016/j.jecp.2010.10.006
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发表时间：
2011-03-01
影响因子：
2.6
通讯作者：
Aschersleben, Gisa
中科院分区：
文献类型：
--
作者：
Henning, Anne;Spinath, Frank M.;Aschersleben, Gisa
本研究旨在探讨3-6岁儿童在执行功能(EF)、维度变化卡片分类(DCCS)任务上的表现与其心理理论(TOM)中不同发展成就的具体关系。此外，通过父母评定量表评估了个体在情绪性、活动性、社交能力和害羞等气质维度上的差异。主要研究结果表明，儿童(N=195)在DCCS上的表现与他们在TOM量表上的整体表现有关，但这种关系特定于那些挖掘儿童对认知状态的理解的TOM任务，如知识获取、不同的信念以及关于内容和位置的错误信念。在控制了年龄、句子理解、儿童气质和父母教育后，儿童的EF与总体TOM成绩之间的关系仍然显著。儿童活动的个体差异与儿童的EF和TOM能力呈一致的负相关。研究结果表明，在对不同心理概念的推理中，不同的EF成分有不同的参与。(C)2010 Elsevier Inc.保留所有权利。
The aim of this study was to assess the specific relation between 3- to 6-year-olds' performance on a task measuring executive function (EF), the Dimensional Change Card Sort task (DCCS), and different developmental attainments in their theory of mind (ToM) by employing a battery of scaled ToM tasks that were comparable in task format and task demands. In addition, individual differences on the temperamental dimensions emotionality, activity, sociability, and shyness were assessed by parental rating. The main findings show that children's (N = 195) performance on the DCCS related to their overall performance on the ToM scale but that this relation was specific to those ToM tasks that tap children's understanding of epistemic states such as knowledge access, diverse beliefs, and false beliefs regarding content and location. The relation between children's EF and overall ToM performance remained significant after controlling for age, sentence comprehension, child temperament, and parental education. Individual differences in child activity showed consistent negative relation to EF and ToM abilities. The findings point to a differential involvement of the various EF components in reasoning about different mental concepts. (C) 2010 Elsevier Inc. All rights reserved.