The use and function of the first-person pronoun and mental terms during interaction: Relation to perspective of others

通过对学龄前儿童在互动过程中第一人称代词和心理术语的使用和功能的考察，提出了以下六点。(1)使用第一人称代词的学龄前儿童也会根据同伴的不同而改变人称代词；(2)第一人称代词的习得与他人的心理视角有关；(3)第一人称代词的使用与心理词汇的使用相关；(4)儿童第一人称代词的使用与描述自身心理属性的能力有关；(5)不使用心理术语的儿童表现出紧张，而使用心理术语的儿童表现出更发达；(6)当儿童使用心理术语时，儿童越发达的印象越强烈，成人使用的心理术语就越少。

The following six points were suggested as a result of the examination of the use and function of the first-person pronoun and mental terms by preschoolers during interaction. (1) Preschoolers who used the first-person pronoun also changed the person pronoun terms depending on their partner ; (2) the acquisition of first-person pronoun terms was associated with psychological perspective of others ; (3) the use of first-person pronoun terms was related to the use of mental terms ; (4) the children's use of first-person pronoun terms was related to the ability to describe their own psychological attributes ; (5) children who didn't use mental terms came across as nervous while children who used mental terms came across as being more developed ; (6) when children used mental terms, the stronger the impression of being more developed the children made, the less mental terms was used by adults.