Development and Support of Executive Function and Theory of Mind in Young Children

本研究考察了不相关言语、不相关运动物体和凝视对幼儿心智理论和执行功能的制约作用。结果表明，在3 ~ 5岁儿童的错误信念任务和少数EF任务（如stroop任务）中存在不相关言语效应（ISE），注视效应在3 ~ 5岁之间发生了变化。此外，本研究还探讨了一种通过视觉线索、口头任务和凝视线索为发育障碍儿童提供需要EF和ToM的日常任务支持和指导的方法。

The present study examined the irrelevant speech, the irrelevant moving-objects and gaze as restrictions on theory of mind (ToM) and executive function (EF) in young children. The results showed the irrelevant speech effect (ISE) on the false belief tasks and a few EF tasks (Ex. the stroop task), a change of the gaze effect between the ages of 3 and 5. In addition, it was examined that a method of provide support and guidance on everyday tasks which need EF and ToM for children with developmental disorder by visual cues, oral assignments and gaze cues.