Theory of Mind Predicts Emotion Knowledge Development in Head Start Children.
Theory of Mind Predicts Emotion Knowledge Development in Head Start Children.
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DOI：
10.1080/10409289.2014.883587
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发表时间：
2014-10-01
影响因子：
2.9
通讯作者：
Izard CE
中科院分区：
文献类型：
--
作者：
Seidenfeld AM;Johnson SR;Cavadel EW;Izard CE
情绪知识（EK）使儿童能够识别自己和他人的情绪，它的发展有助于在复杂的社会情境中识别情绪。社会认知过程，如心理理论（ToM），可能有助于发展EK通过帮助儿童认识到与情绪表达在不同的个人和情况下的固有差异。本研究探讨了幼儿园心理理论，特别是错误信念理解，如何预测幼儿在幼儿园的发展EK。参与者是60名3至5岁的Head Start儿童。从标准化的儿童任务中获得ToM和EK测量。在控制了幼儿园的EK水平和言语能力后，心理理论得分与幼儿园EK任务的表现呈正相关。探索性分析提供了初步的证据，心理理论作为一个间接的影响之间的言语能力和EK。早期干预计划可能会受益于包括ToM课程，以帮助促进社会情绪学习，特别是EK。当目标人口面临风险时，这种考虑可能最有成效。
Emotion knowledge (EK) enables children to identify emotions in themselves and others and its development facilitates emotion recognition in complex social situations. Social-cognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children’s developing EK in kindergarten. Participants were 60 3- to 5-year-old Head Start children. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after controlling for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Early intervention programs may benefit from including lessons on ToM to help promote socio-emotional learning, specifically EK. This consideration may be the most fruitful when the targeted population is at-risk.
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影响因子：
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作者：
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发表时间：
2005-04-01
影响因子：
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