Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends
Understanding mind and emotion: Longitudinal associations with mental-state talk between young friends
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DOI：
10.1037/0012-1649.34.5.1026
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发表时间：
1998-09-01
影响因子：
4
通讯作者：
Dunn, J
中科院分区：
文献类型：
--
作者：
Hughes, C;Dunn, J
对50名儿童（M年龄分别为3岁11个月、4岁6个月、5岁0个月）进行了纵向研究，考察了儿童对心理和情绪的理解以及与朋友交谈时的心理状态谈话的发展变化。随着时间的推移，显着的和相关的改善被发现的心理理论任务的表现和情感的观点。与这些认知发展相关联的是，儿童在与朋友交谈时对精神状态的提及发生了质和量的变化。在13个月的时间里，心理理论、情绪理解和心理状态谈话的个体差异惊人地稳定。虽然儿童的任务表现没有性别差异，女孩比男孩表现出更频繁和更发达的精神凝视谈话。
Developmental changes in children's understanding of mind and emotion and their mental-state talk in conversations with friends were examined in a longitudinal study of 50 children (M age at each time point = 3 years 11 months, 4 years 6 months, 5 years 0 months). Significant and related improvements over time were found for both theory-of-mind task performance and affective perspective taking. Associated with these cognitive developments were quantitative and qualitative changes in children's references to mental states in their conversations with friends. Individual differences in theory of mind, emotion understanding, and mental-state talk were strikingly stable over the 13-month period. Although there were no gender differences in children's task performances, girls showed more frequent and more developed mental-stare talk than boys.