心智理论量表的递进发展：纵向视角。
Sequential progressions in a theory-of-mind scale: longitudinal perspectives.
机构信息
Center for Human Growth & Development,University of Michigan, 300 North Ingalls, Ann Arbor, MI 48109, USA.
出版信息
Child Dev. 2011 May-Jun;82(3):780-92. doi: 10.1111/j.1467-8624.2011.01583.x. Epub 2011 Mar 23.
Abstract
Consecutive retestings of 92 U.S. preschoolers (n=30), Chinese preschoolers (n=31), and deaf children (n=31) examined whether the sequences of development apparent in cross-sectional results with a theory-of-mind scale also appeared in longitudinal assessment. Longitudinal data confirmed that theory-of-mind progressions apparent in cross-sectional scaling data also characterized longitudinal sequences of understanding for individual children. The match between cross-sectional and longitudinal sequences appeared for children who exhibit different progressions across cultures (United States vs. China) and for children with substantial delays (deaf children of hearing parents). Moreover, greater scale distances reflected larger longitudinal age differences.
摘要
对 92 名美国学龄前儿童（n=30）、中国学龄前儿童（n=31）和聋童（n=31）进行连续复测，以检验理论思维量表的横断面结果中表现出的发展序列是否也出现在纵向评估中。纵向数据证实，横断面量表数据中表现出的理论思维进展也描述了个体儿童的纵向理解序列。这种横断面和纵向序列之间的匹配适用于在不同文化（美国与中国）中表现出不同进展的儿童，以及存在显著延迟的儿童（听力正常父母的聋童）。此外，更大的量表距离反映了更大的纵向年龄差异。
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