The Origins of Theory of Mind in Infant Social Cognition: Investigating Longitudinal Pathways from Intention Understanding and Joint Attention to Preschool Theory of Mind.
The Origins of Theory of Mind in Infant Social Cognition: Investigating Longitudinal Pathways from Intention Understanding and Joint Attention to Preschool Theory of Mind.
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婴儿社会认知中的心理理论的起源：调查从意图理解和联合注意到学前心理理论的纵向路径。
DOI：
10.1080/15248372.2022.2146117
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Stout,Wyntre
中科院分区：
文献类型：
--
作者：
Brandone,AmandaC;Stout,Wyntre
越来越多的文献已经在婴儿期出现的关键社会认知能力与儿童随后的心理理论之间建立了纵向联系。然而，现有的工作是有限的适度的样本量，狭窄的婴儿措施，以及有限的可变性和概括性的心理理论评估。当前的研究旨在通过（a）招募大量参与者样本来扩展这一文献（n= 116; 53名男孩; 63名女孩;所有美国居民; 88名白色，8名西班牙裔或拉丁裔，2名黑人或非裔美国人，14名两个或更多种族/民族，4名未知;家庭收入中位数：74 - 122，000美元），（B）检查婴儿社会认知的多种指标时间1时的（意向行动理解、对联合注意做出反应、启动联合注意）（8-12个月），以及（c）使用生态学有效的心理理论评估，旨在捕捉学龄前儿童心理状态理解的个体差异（儿童社会理解量表）在时间2（37-45个月）。测量变量路径分析显示，婴儿的启动联合注意力和后来的心理理论之间存在显著的纵向关联：通过凝视交替或手势与实验者进行更多尝试启动联合注意力的婴儿继续表现出更好的父母报告的心理状态理解。值得注意的是，从婴儿对联合注意的反应和对有意行为的理解到后来的心理理论的路径并不显著。这些发现支持并澄清了现有的关于心理状态推理如何植根于婴儿期出现的基础社会认知能力的说法。
A growing body of literature has established longitudinal associations between key social cognitive capacities emerging in infancy and children’s subsequent theory of mind. However, existing work is limited by modest sample sizes, narrow infant measures, and theory of mind assessments with restricted variability and generalizability. The current study aimed to extend this literature by (a) recruiting a large sample of participants (n= 116; 53 boys; 63 girls; all U.S. residents; 88 White, 8 Hispanic or Latino, 2 Black or African American, 14 two or more races/ethnicities, 4 unknown; median family income: $74-122,000), (b) examining multiple measures of infant social cognition (intentional action understanding, responding to joint attention, initiating joint attention) at Time 1 (8–12 months), and (c) using an ecologically valid theory of mind assessment designed to capture individual differences in preschoolers’ mental state understanding (the Children’s Social Understanding Scale) at Time 2 (37–45 months). Measured variable path analysis revealed a significant longitudinal association between infants’ initiating joint attention and later theory of mind: infants who engaged in more attempts to initiate joint attention with experimenters through gaze alternation or gestures went on to show better parent-reported mental state understanding as preschoolers. Notably, the paths from infants’ responding to joint attention and intentional action understanding to later theory of mind did not emerge as significant. These findings bolster and clarify existing claims about how mental state reasoning is rooted in foundational social-cognitive capacities emerging in infancy.