Guajardo Nicole R, Watson Anne C
Department of Psychology, Idaho State University, Pocatello 83209-8112, USA.
J Genet Psychol. 2002 Sep;163(3):305-25. doi: 10.1080/00221320209598686.
The authors examined experimentally whether exposure to social discourse about concepts related to mental states could promote changes in children's theory of mind understanding. In 2 studies, 3- to 4-year-old children were assigned to either a training or a no training control condition. All children were administered several theory of mind measures at pretest and 2 posttests. Training was not effective in improving performance in Study 1 (n = 37); but in Study 2 (n = 54), modifications of the training procedure led to significant improvements on measures of false belief and deception from pretest to 1st posttest. The findings support the influence of social discourse on children's theory of mind development.
作者通过实验研究了接触与心理状态相关概念的社会话语是否能促进儿童心理理论理解的变化。在两项研究中，3至4岁的儿童被分配到训练组或无训练对照组。所有儿童在预测试和两次后测试中都接受了多项心理理论测量。在研究1（n = 37）中，训练对提高表现无效；但在研究2（n = 54）中，训练程序的修改导致从预测试到第一次后测试，在错误信念和欺骗测量方面有显著改善。研究结果支持了社会话语对儿童心理理论发展的影响。
Zotero 插件