FALSE BELIEF UNDERSTANDING GOES TO SCHOOL - ON THE SOCIAL-EMOTIONAL CONSEQUENCES OF COMING EARLY OR LATE TO A FIRST THEORY OF MIND
FALSE BELIEF UNDERSTANDING GOES TO SCHOOL - ON THE SOCIAL-EMOTIONAL CONSEQUENCES OF COMING EARLY OR LATE TO A FIRST THEORY OF MIND
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DOI：
10.1080/02699939508409007
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发表时间：
1995-03-01
影响因子：
2.6
通讯作者：
CHANDLER, MJ
中科院分区：
文献类型：
--
作者：
LALONDE, CE;CHANDLER, MJ
本研究报告通过比较3岁儿童在错误信念理解方面的表现与教师对他们某些社会情感技能和行为的评分，描述了对儿童发展中的心理理论与其社会情感成熟方面之间可能关系的研究。指导这种探索性努力的直觉是，不仅对错误信念可能性的有效把握可以广泛地预测社会情感的成熟，而且在那些主要由对社会习俗的简单掌握所控制的学龄前行为的具体情况中，这种联系是缺失的。作为评估这些可能性的一个步骤，一组40名学龄前儿童接受了六组错误信念理解的测试。然后，这些孩子的幼儿园老师完成了一份40项的调查问卷，涵盖了各种各样的社会情感成熟度指标。这些项目中有一半（被称为“有意的”）的特征行为和技能被认为需要对他人的精神生活有一定程度的洞察力，而其余的（被称为“常规的”）则意味着对那些只对社会习俗有简单掌握或锻炼自我控制的人开放的能力的一个不那么令人兴奋的领域。与儿童早期错误信念理解的个体差异主要表现在那些最不受严重常规社会习俗支配的领域的观点一致，我们自己对错误信念理解的总结测量仅与那些被归类为“故意”的行为项目呈正相关。
This research report describes a search for possible relations between children's developing theories of mind and aspects of their social-emotional maturity conducted by comparing the performance of 3-year-olds on measures of false belief understanding with teacher ratings of certain of their social-emotional skills and behaviours. The intuitions guiding this exploratory effort were, not only that a working grasp of the possibility of false belief would prove broadly predictive of social-emotional maturity, but also that such associations would be missing in the specific case of those preschool behaviours largely governed by a simple mastery of social conventions. As a step toward evaluating these possibilities a group of 40 preschoolers were given a battery of six measures of false belief understanding. The preschool teachers of these same children then completed a 40-item questionnaire covering a wide variety of markers of social-emotional maturity. Half of these items (termed ''Intentional'') featured behaviours and skills thought to require some measure of insight into the mental lives of others, whereas the remainder (termed ''Conventional'') were meant to sample a less heady domain of abilities open to those with no more than a simple grasp of social conventions, or the exercise of self-control. Consistent with the view that individual differences in children's early false belief understanding would express themselves primarily in those areas least governed by heavily routinised social conventions, our own summary measure of false belief understanding correlated positively only with those behavioural items classified as ''Intentional''.