Flavell J H
Department of Psychology, Stanford University, Stanford, California 94305-2130, USA.
Annu Rev Psychol. 1999;50:21-45. doi: 10.1146/annurev.psych.50.1.21.
This chapter reviews theory and research on the development of children's knowledge about the mental world, focusing especially on work done during the past 15 years under the rubric of theory-of-mind development. The three principal approaches to explaining this development--theory theory, modular theory, and simulation theory--are described first. Next comes a description of infant precursors or protoforms of theory-of-mind knowledge in infancy, including a beginning awareness of the intentionality and goal-directedness of human actions. This discussion is followed by a summary of the postinfancy development of children's understanding of visual perception, attention, desires, emotions, intentions, beliefs, knowledge, pretense, and thinking. Briefly considered next are intracultural, intercultural, and interspecies differences in theory-of-mind development. The chapter then concludes with some guesses about the future of the field.
本章回顾了关于儿童心理世界知识发展的理论与研究，尤其关注过去15年在心理理论发展这一主题下所开展的工作。首先描述了解释这一发展的三种主要方法——理论论、模块论和模拟论。接下来描述了婴儿期心理理论知识的先兆或雏形，包括对人类行为的意向性和目标导向性的初步认识。随后是对婴儿期之后儿童对视觉感知、注意力、欲望、情感、意图、信念、知识、假装和思维理解发展的总结。接下来简要探讨了心理理论发展中的文化内、文化间和种间差异。本章最后对该领域的未来进行了一些猜测。
