Farrant Brad M, Fletcher Janet, Maybery Murray T
School of Psychology M304, University of Western Australia, 35 Stirling Hwy. Crawley, Western Australia 6009, Australia.
Child Dev. 2006 Nov-Dec;77(6):1842-53. doi: 10.1111/j.1467-8624.2006.00977.x.
Recent research has found that the acquisition of theory of mind (ToM) is delayed in children with specific language impairment (SLI). The present study used a battery of ToM and visual perspective taking (VPT) tasks to investigate whether the delayed acquisition of ToM in children with SLI is associated with delayed VPT development. Harris' (1992, 1996) simulation theory predicts that the development of VPT will be delayed. Participants were 20 children with SLI (M=62.9 months) and 20 typically developing children (M=61.2 months) who were matched for nonverbal ability, gender, and age. The results supported Harris' theory and a role for language in ToM and VPT development.
近期研究发现，特定语言障碍（SLI）儿童的心理理论（ToM）习得存在延迟。本研究采用了一系列心理理论和视觉观点采择（VPT）任务，以探究SLI儿童心理理论习得延迟是否与视觉观点采择发展延迟相关。哈里斯（1992年、1996年）的模拟理论预测，视觉观点采择的发展将会延迟。研究参与者为20名患有特定语言障碍的儿童（平均年龄62.9个月）和20名发育正常的儿童（平均年龄61.2个月），他们在非语言能力、性别和年龄方面相互匹配。研究结果支持了哈里斯的理论以及语言在心理理论和视觉观点采择发展中的作用。
