Talking About Others Facilitates Theory of Mind in Chinese Preschoolers
Talking About Others Facilitates Theory of Mind in Chinese Preschoolers
复制标题
谈论他人有利于中国学龄前儿童的心理理论
DOI：
10.1037/a0013074
复制
发表时间：
2008-11-01
影响因子：
4
通讯作者：
Wang, Qi
中科院分区：
文献类型：
--
作者：
Lu, Huijing;Su, Yanjie;Wang, Qi
本研究通过纵向研究和训练研究发现，单纯参照他人有助于中国儿童心理理论(Tom)的发展。研究一对中国3-4岁儿童(N=52)进行心理理论测验和自传体记忆测验。一年后，在最初错误信念任务失败的儿童组中，只有那些在AM回忆中增加了对他人的引用的儿童通过了任务。在研究2中，通过讲故事来谈论他人的中国学龄前儿童的心理理论成绩有所提高。这些发现为非欧美背景下心理理论的发展提供了其他途径。
A longitudinal study and a training study were conducted to show that simply referring to others facilitated theory of mind (ToM) development in Chinese children. In Study 1, 3- to 4-year-old Chinese children (N = 52) were tested on ToM and autobiographical memory (AM). One year later, in the group of children who initially failed the false belief tasks, only those who increased their references to others in AM recall passed the tasks. In Study 2, Chinese preschoolers who were trained to talk about others through storytelling showed improvement in their ToM performance. These findings suggest alternative pathways for ToM development in non-Euro-American context.