Culture and the sequence of steps in theory of mind development.
Culture and the sequence of steps in theory of mind development.
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DOI：
10.1037/a0023899
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发表时间：
2011-09
影响因子：
4
通讯作者：
A. Shahaeian;C. Peterson;V. Slaughter;H. Wellman
中科院分区：
文献类型：
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作者：
A. Shahaeian;C. Peterson;V. Slaughter;H. Wellman
为了研究导致心理理论（ToM）的概念发展的有序序列中的文化差异，我们比较了135名3- 6岁儿童（77名澳大利亚人; 58名伊朗人）在一个既定的5步ToM量表上（Wellman & Liu，2004）。有一个跨文化的差异，在排序的心理理论的步骤，但不是在总体率的心理理论的掌握。与我们的预测一致，来自伊朗的儿童符合以前只在中国儿童中观察到的独特序列。与来自澳大利亚（和美国）的儿童的情况相反，知识访问的理解早于来自伊朗的儿童的意见多样性，符合这种集体主义文化的重视孝顺，避免纠纷，并获得知识。有一个兄弟姐妹与更快的整体心理理论的进展，只有在澳大利亚，并没有相关的规模序列在任何一种文化。
To examine cultural contrasts in the ordered sequence of conceptual developments leading to theory of mind (ToM), we compared 135 3- to 6-year-olds (77 Australians; 58 Iranians) on an established 5-step ToM scale (Wellman & Liu, 2004). There was a cross-cultural difference in the sequencing of ToM steps but not in overall rates of ToM mastery. In line with our predictions, the children from Iran conformed to a distinctive sequence previously observed only in children in China. In contrast to the case with children from Australia (and the United States), knowledge access was understood earlier than opinion diversity in children from Iran, consistent with this collectivist culture's emphasis on filial respect, dispute avoidance, and acquiring knowledge. Having a sibling was linked with faster overall ToM progress in Australia only and was not related to scale sequences in either culture.