Wellman Henry M, Fang Fuxi, Liu David, Zhu Liqi, Liu Guoxiong
University of Michigan, USA.
Psychol Sci. 2006 Dec;17(12):1075-81. doi: 10.1111/j.1467-9280.2006.01830.x.
Prior research demonstrates that understanding of theory of mind develops at different paces in children raised in different cultures. Are these differences simply differences in timing, or do they represent different patterns of cultural learning? That is, to what extent are sequences of theory-of-mind understanding universal, and to what extent are they culture-specific? We addressed these questions by using a theory-of-mind scale to examine performance of 140 Chinese children living in Beijing and to compare their performance with that of 135 English-speaking children living in the United States and Australia. Results reveal a common sequence of understanding, as well as sociocultural differences in children's developing theories of mind.
先前的研究表明，在不同文化中成长的儿童对心理理论的理解发展速度不同。这些差异仅仅是时间上的差异，还是代表了不同的文化学习模式？也就是说，心理理论理解的序列在多大程度上具有普遍性，又在多大程度上是特定于文化的？我们通过使用一个心理理论量表来考察140名生活在北京的中国儿童的表现，并将他们的表现与135名生活在美国和澳大利亚的英语儿童的表现进行比较，从而解决了这些问题。结果揭示了一种共同的理解序列，以及儿童心理理论发展中的社会文化差异。
