THEORY OF MIND DEVELOPMENT AND SOCIAL UNDERSTANDING
THEORY OF MIND DEVELOPMENT AND SOCIAL UNDERSTANDING
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DOI：
10.1080/02699939508409006
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发表时间：
1995-03-01
影响因子：
2.6
通讯作者：
JENKINS, JM
中科院分区：
文献类型：
--
作者：
ASTINGTON, JW;JENKINS, JM
对30名3至5岁的儿童进行了一项横断面的相关研究，调查了他们的心理发展理论与社会交往的关系，并控制了年龄和一般语言能力。儿童在4个标准错误信念任务上的总体表现与他们在10分钟的假装游戏中产生联合建议和明确的角色分配有关。错误信念任务成绩与儿童假装游戏的总量或移情关怀的程度无关。我们讨论了心理发展理论的实验室测量与在自然环境中观察到的儿童行为之间的联系的意义。我们认为，对儿童心理理论和社会理解的描述和解释最好是通过实验者和行为学家的共同努力来进行。
A cross-sectional, correlational study of 30 children, 3 to 5 years old, investigated relations between their theory of mind development and social interaction, controlling for age and general language ability. Children's overall performance on 4 standard false belief tasks was associated with their production of joint proposals and explicit role assignments during a 10 minute session of pretend play. False belief task performance was not associated with the child's total amount of pretend play or with a measure of empathic concern. We discuss the significance of an association between a laboratory measure of theory of mind development and children's behaviour observed in a naturalistic setting. We argue that the description and explanation of children's theory of mind and social understanding is best pursued through the combined efforts of experimenters and ethologists.