Longitudinal Effects of Preschool Theory of Mind on Cognitive and Social Competencies in Elementary School

学前心理理论对小学认知和社会能力的纵向影响

• 批准号: 22810728
• 负责人: Professorin Dr. Beate Sodian
• 金额: --
• 依托单位: Department Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2006
• 资助国家: 德国
• 起止时间: 2005-12-31 至 2018-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/22810728?language=en
• 关键词: Longitudinal; Effects; Preschool; Theory; Mind

The project is the conclusion of a longitudinal study of social-cognitive development from infancy to elementary school age. The aim of the present, final project phase is the prediction of cognitive and social competencies in elementary school from individual differences in Theory of Mind and metacognition in preschool age. Academic and social developmental outcomes will be assessed by tests and rating scales in N=130 8-year-old children, of whom n=76 participated in the study since their early childhood and n=54 since they were 4 years old. A battery of tasks assessing Theory of Mind, metacognition and moral understanding, as well as control measures, will be used to predict school related developmental outcomes, and, at the same time, to provide outcome measures for the longitudinal investigation of the central competence domains. The study of individual development will be complemented by the exploration of the effects of social interaction on the development of the target competencies. The longitudinal design and the rich database which has been collected in the previous phases of the project will allow for a genuinely developmental perspective: Since a close, theoretically guided correspondence was chosen between the measures used at different ages in order to address the issue of conceptual continuity in the mental domain, it will be possible to eventually not only investigate precursor- and outcome relations, but also to discover mediating and moderating effects. The study will contribute equally to a better understanding of conceptual development, as well as to the prediction of success in school from measures of (social) cognitive development in preschool age and in infancy.

该项目是从婴儿期到小学年龄的社会认知发展纵向研究的结论。目前，最后的项目阶段的目的是预测的认知和社会能力在小学心理理论和元认知在学龄前的个体差异。将在N=130名8岁儿童中通过测试和评定量表评估学业和社会发展结果，其中n=76名儿童从幼儿期开始参与研究，n=54名儿童从4岁开始参与研究。一系列的任务评估心理理论，元认知和道德理解，以及控制措施，将被用来预测学校相关的发展成果，并在同一时间，提供结果测量的纵向调查的核心能力领域。对个人发展的研究将通过探索社会互动对目标能力发展的影响来补充。纵向设计和在项目前几阶段收集的丰富数据库将允许真正的发展前景：由于在不同年龄使用的测量之间选择了密切的、有理论指导的对应关系，以解决心理领域的概念连续性问题，因此最终不仅有可能调查前兆和结果关系，还可以发现中介和调节效应。这项研究将有助于更好地理解概念发展，以及从学龄前和婴儿期（社会）认知发展的措施预测在学校的成功。

项目成果

No links between genetic variation and developing theory of mind: A preregistered replication attempt of candidate gene studies.

• DOI: 10.1111/desc.13100
• 发表时间: 2021-03
• 期刊: Developmental science
• 影响因子: 3.7
• 作者: Timm Opitz;Tobias Schuwerk;M. Paulus;Daniela Kloo;Christopher Osterhaus;K. Lesch;B. Sodian

Maternal cognition talk in the mother-toddler dyad mediates the influence of early maternal emotional availability on preschoolers' belief reasoning

母婴二人组中母亲的认知谈话介导了早期母亲情感可用性对学龄前儿童信念推理的影响

• DOI: 10.1111/sode.12301
• 发表时间: 2018
• 期刊: Social Development
• 影响因子: 2
• 作者: Kristen-Antonow;Licata-Dandel;Müller;Sodian
• 通讯作者: Sodian

Understanding of Goals, Beliefs, and Desires Predicts Morally Relevant Theory of Mind: A Longitudinal Investigation.

• DOI: 10.1111/cdev.12533
• 发表时间: 2016-07
• 期刊: Child development
• 影响因子: 4.6
• 作者: B. Sodian;Maria Licata;Susanne Kristen-Antonow;M. Paulus;M. Killen;A. Woodward

The developmental stability of inhibition from 2 to 5 years

2~5年抑制发育稳定性

• DOI: 10.1111/bjdp.12197
• 发表时间: 2017
• 期刊: British Journal of Developmental Psychology
• 影响因子: 2.3
• 作者: Sodian

How Does Children’s Theory of Mind Become Explicit? A Review of Longitudinal Findings

儿童心理理论如何变得明确？

• DOI: 10.1111/cdep.12381
• 发表时间: 2020
• 期刊: Child Development Perspectives
• 影响因子: 6.4
• 作者: Sodian;Kristen‐Antonow
• 通讯作者: Kristen‐Antonow