Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language
Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language
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DOI：
10.1080/15248372.2014.926272
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发表时间：
2015-01-01
影响因子：
2.1
通讯作者：
Ebert, Susanne
中科院分区：
文献类型：
--
作者：
Ebert, Susanne
本研究考察了儿童心理理论与元认知知识之间的纵向关系，并着重探讨了语言对这一关系的影响。采用心理理论理解和元记忆知识测量方法，对133名3岁儿童进行了4个测量点的测量，测量点之间间隔半年。结果显示，儿童早期心理理论对元记忆知识变化的影响比反之亦然。这种影响几乎是独立的调查时间段，以及早期的语言和非语言能力和社会经济地位。早期语言能力对心理理论和元记忆的发展有直接影响，并通过儿童的心理理论间接影响元记忆的发展。研究结果表明，儿童的元表征能力和早期语言能力在元记忆知识的习得中起着重要的作用。
This study investigated the longitudinal relation between children's theory of mind and their metacognitive knowledge with a special focus on the impact of language on this relation. Measures of theory-of-mind understanding and metamemory knowledge were assessed in 133 3-year-old children at 4 measurement points separated by half-year intervals. Results revealed a somewhat more pronounced effect of children's early theory of mind on the change in metamemory knowledge than vice versa. This effect was almost independent of the time period under investigation as well as of earlier language and nonverbal competencies and socioeconomic status. Early language competencies had a direct impact on theory-of-mind and metamemory development and moreover indirectly affected metamemory development through children's theory of mind. The results of the study suggest that children's abilities to metarepresent together with their early language competencies are important in the acquisition of metamemory knowledge.