语言对心理理论的影响：一项训练研究。
The influence of language on theory of mind: a training study.
作者信息
Hale Courtney Melinda, Tager-Flusberg Helen
机构信息
Department of Psychiatry, Children's Hospital, Harvard Medical School, USA.
出版信息
Dev Sci. 2003 Jun;6(3):346-59. doi: 10.1111/1467-7687.00289.
This study investigated the role of language in the development of theory of mind. It was hypothesized that the acquisition of the syntactic and semantic properties of sentential complements would facilitate the development of a representational theory of mind. Sixty preschoolers who failed false belief and sentential complement pretests were randomly assigned to training on false belief, sentential complements, or relative clauses (as a control group). All the children were post-tested on a set of different theory of mind tasks, sentential complements and relative clauses. The main findings were that the group trained on sentential complements not only acquired the linguistic knowledge fostered by the training, but also significantly increased their scores on a range of theory of mind tasks. In contrast, false belief training only led to improved theory of mind scores but had no influence on language. The control group, trained on relative clauses, showed no improvement on theory of mind posttests. These findings are taken as evidence that the acquisition of sentential complements contributes to the development of theory of mind in preschoolers.
本研究调查了语言在心理理论发展中的作用。研究假设，句子补足语的句法和语义属性的习得将促进表征性心理理论的发展。60名在错误信念和句子补足语预测试中未通过的学龄前儿童被随机分配到错误信念训练组、句子补足语训练组或关系从句训练组（作为对照组）。所有儿童都接受了一系列不同的心理理论任务、句子补足语和关系从句的后测。主要研究结果是，接受句子补足语训练的组不仅获得了训练所培养的语言知识，而且在一系列心理理论任务中的得分也显著提高。相比之下，错误信念训练仅导致心理理论得分提高，但对语言没有影响。接受关系从句训练的对照组在心理理论后测中没有表现出进步。这些研究结果被视为证据，表明句子补足语的习得有助于学龄前儿童心理理论的发展。
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