Metarepresentation in action: 3-, 4-, and 5-year-olds' developing theories of mind in parent-child conversations.
Metarepresentation in action: 3-, 4-, and 5-year-olds' developing theories of mind in parent-child conversations.
复制标题
行动中的元表征：3、4、5 岁儿童在亲子对话中发展心理理论。
DOI：
10.1037//0012-1649.34.3.491
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Callanan,MA
中科院分区：
文献类型：
--
作者：
Sabbagh,MA;Callanan,MA
作者使用横截面自然语言数据库，调查了 36 名 3 岁、4 岁和 5 岁儿童的亲子对话，以探讨有关元表征发展的 2 个问题。首先，我们探讨了儿童对明确对比（EC）的使用——明确对比两种不同心理状态的话语。研究发现 4 岁儿童，尤其是 5 岁儿童能够可靠地使用 EC。其次，检查了父母对孩子使用“我不知道”和隐含对比（例如矛盾）的反应，以确定父母是否利用这些机会来强调心理状态的表征性质。所有的孩子都会定期从父母那里引发心理反应，在某些情况下，这些父母的反应与孩子的心理对话的产生呈正相关。研究结果是根据脚手架过程如何指导心智理论的发展进行讨论的。
Using a cross-sectional natural language database, the authors investigated the parent–child conversations of 36 three-, 4-, and 5-year-olds to explore 2 issues regarding the development of metarepresentation. First, children's uses of explicit contrastives (ECs)—utterances that explicitly contrast 2 differing mental states—were explored. Four-year-olds and, to a greater extent, 5-year-olds were found to reliably use ECs. Second, parents’ responses to children's uses of “I don't know” and implicit contrastives (eg, contradictions) were examined to determine whether parents took these opportunities to highlight the representational nature of mental states. All children regularly elicited mentalistic responses from their parents and, in some cases, these parental responses were positively related to children's production of mental talk. Findings are discussed in terms of how theory of mind development may be guided by scaffolding processes.