Razza Rachel A
Clancy Blair The Pennsylvania State University.
J Appl Dev Psychol. 2009 May 1;30(3):332-343. doi: 10.1016/j.appdev.2008.12.020.
A growing number of studies demonstrate associations among false-belief understanding (FBU), executive function (EF), and social competence. This study extends previous studies by exploring longitudinal associations among FBU and its correlates within a low-income sample of preschoolers attending Head Start. Sixty-eight children (time 1 mean age = 5 years 2 months) were assessed over their preschool and kindergarten years. Results indicated bidirectional relations between FBU and social competence; FBU in preschool was positively associated with social competence in kindergarten and social competence in preschool was positively associated with FBU in kindergarten. Preschool EF was positively associated with social competence both in preschool and kindergarten and with FBU in preschool. Mediation analyses suggest that the bidirectional longitudinal link between FBU and social competence was independent of EF. These findings extend the FBU literature by examining its development and correlates in early childhood. Implications for future research and practice are discussed.
越来越多的研究表明，错误信念理解（FBU）、执行功能（EF）和社会能力之间存在关联。本研究通过在参加“启智计划”的低收入学龄前儿童样本中探索FBU及其相关因素之间的纵向关联，扩展了以往的研究。对68名儿童（第一次评估时的平均年龄为5岁2个月）在其学前和幼儿园阶段进行了评估。结果表明，FBU与社会能力之间存在双向关系；学前阶段的FBU与幼儿园阶段的社会能力呈正相关，学前阶段的社会能力与幼儿园阶段的FBU呈正相关。学前阶段的EF与学前和幼儿园阶段的社会能力以及学前阶段的FBU均呈正相关。中介分析表明，FBU与社会能力之间的双向纵向联系独立于EF。这些发现通过研究FBU在幼儿期的发展及其相关因素，扩展了FBU的文献。讨论了对未来研究和实践的启示。
