Cooperation and conversations about the mind: A study of individual differences in 2-year-olds and their siblings
Cooperation and conversations about the mind: A study of individual differences in 2-year-olds and their siblings
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DOI：
10.1348/026151005x82893
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发表时间：
2006-03-01
影响因子：
2.3
通讯作者：
Marfleet, R
中科院分区：
文献类型：
--
作者：
Hughes, C;Fujisawa, KK;Marfleet, R
兄弟姐妹关系对于培养幼儿不断增长的心理理论技能似乎很重要，但很少有人直接研究兄弟姐妹互动的质量与儿童心理状态意识的关系（例如，以感知、欲望、感受、认知的谈话为索引，即内在状态谈话；IST）。本研究探讨了年幼兄弟姐妹 IST 的个体差异与以下方面的关系：(i) 儿童特征（语言能力和心理理论任务表现）； (ii) 家庭特征（同胞规模、社会劣势、孕产妇福祉）； (iii) 孩子们与兄弟姐妹玩耍的质量（假装玩耍和互惠玩耍的频率）。拍摄了具有社会多样性的 III 岁 2 岁儿童在家里与同胞玩耍的样本（平均年龄 = 4.92 岁；SD = 1.67 岁）；这些会话是根据视频进行编码以进行交互游戏，然后进行转录和编码以进行 IST 和假装。对两名同胞的语言能力进行了评估；此外，2岁的孩子还完成了心理理论任务。年龄和语言能力与整体谈话、IST、假装和互惠游戏的频率相关。 （心理理论得分也与 2 岁儿童的 IST 相关，但一旦语言能力得到控制，这种关系就会低于显着性）。研究发现，即使年龄、语言能力和总体说话速度受到控制，IST 和儿童的游戏质量之间也存在显着的独立关系。尽管在平均比率或 IST 多样性方面没有性别差异，但在其相关性中发现了性别差异：特别是，背景效应对女孩比对男孩更重要。儿童IST的个体差异反映了多种因素，包括儿童互动游戏的动态特征。
Sibling relationships appear important in fostering young children's growing theory-of-mind skills, but the quality of sibling interactions has rarely been investigated directly in relation to children's mental-state awareness (e.g. as indexed by talk about perceptions, desires, feelings, cognitions, i.e. inner state talk; IST). This study explored individual differences in young siblings' IST in relation to (i) child characteristics (verbal ability and theory-of-mind task performance); (ii) family characteristics (sib-ship size; social disadvantage, maternal well-being); and (iii) the quality of the children's play with their siblings (frequencies of pretence and reciprocal play). A socially diverse sample of III 2-year-olds was filmed at home playing with a sib (mean age = 4.92 years; SD = 1.67 years); these sessions were coded from video for reciprocal play and then transcribed and coded for IST and pretence. Verbal ability was assessed for both sibs; in addition, 2-year-olds completed theory-of-mind tasks. Age and verbal ability were correlated with frequencies of overall talk, IST, pretence and reciprocal play. (Theory-of-mind scores were also correlated with 2-year-olds' IST, but this relation fell below significance once verbal ability was controlled). Significant independent relations were found between IST and children's quality of play, even when age, verbal ability and overall rates of talk were controlled. Although there were no gender contrasts in mean rates or in the variety of IST gender differences were found in their correlates: in particular, context effects were significantly more important for girls than for boys. Individual differences in children's IST reflect multiple factors, including the dynamic features of children's reciprocal play.