Sequential progressions in a theory-of-mind scale: longitudinal perspectives.
Sequential progressions in a theory-of-mind scale: longitudinal perspectives.
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心理理论量表的顺序进展：纵向视角。
DOI：
10.1111/j.1467-8624.2011.01583.x
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发表时间：
2011
影响因子：
4.6
通讯作者：
Peterson,CandidaC
中科院分区：
文献类型：
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作者：
Wellman,HenryM;Fang,Fuxi;Peterson,CandidaC
对92名美国学龄前儿童（n= 30）、中国学龄前儿童（n= 31）和聋哑儿童（n= 31）进行了对比性重测，检查了心理理论量表的横断面结果中明显的发展顺序是否也出现在纵向评估中。 纵向数据证实，在横截面缩放数据中明显的心理理论进展也表征了个体儿童理解的纵向序列。对于在不同文化中表现出不同进展的儿童（美国vs.中国）和具有实质性延迟的儿童（听力正常父母的聋哑儿童），横截面和纵向序列之间的匹配出现。此外，更大的尺度距离反映了更大的纵向年龄差异。
Consecutive retestings of 92 U.S. preschoolers (n= 30), Chinese preschoolers (n= 31), and deaf children (n= 31) examined whether the sequences of development apparent in cross‐sectional results with a theory‐of‐mind scale also appeared in longitudinal assessment. Longitudinal data confirmed that theory‐of‐mind progressions apparent in cross‐sectional scaling data also characterized longitudinal sequences of understanding for individual children. The match between cross‐sectional and longitudinal sequences appeared for children who exhibit different progressions across cultures (United States vs. China) and for children with substantial delays (deaf children of hearing parents). Moreover, greater scale distances reflected larger longitudinal age differences.