Scaling of theory-of-mind tasks
Scaling of theory-of-mind tasks
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DOI：
10.1111/j.1467-8624.2004.00691.x
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发表时间：
2004-03-01
影响因子：
4.6
通讯作者：
Liu, D
中科院分区：
文献类型：
--
作者：
Wellman, HM;Liu, D
两项研究探讨了学龄前儿童心理理论发展中明显的理解顺序。首先，初步研究对不同类型的心理状态理解(例如，欲望与信念、无知与错误信念)进行了元分析。第二，初级研究测试了学龄前儿童的心理理论量表。在这项研究中，75名儿童(2岁，11个月到6岁6个月)被测试了7个任务，以挖掘不同方面的理解人的心理状态。反应形成了一个一致的发展进程，对于大多数儿童来说，如果他们通过了较晚的项目，他们也会通过所有较早的项目，这一点得到了Guttman和Rasch测量模型分析的证实。
Two studies address the sequence of understandings evident in preschoolers' developing theory of mind. The first, preliminary study provides a meta-analysis of research comparing different types of mental state understandings (e.g., desires vs. beliefs, ignorance vs. false belief). The second, primary study tests a theory-of-mind scale for preschoolers. In this study 75 children (aged 2 years, 11 months to 6 years, 6 months) were tested on 7 tasks tapping different aspects of understanding persons' mental states. Responses formed a consistent developmental progression, where for most children if they passed a later item they passed all earlier items as well, as confirmed by Guttman and Rasch measurement model analyses.