Suway Jenna G, Degnan Kathryn A, Sussman Amy L, Fox Nathan A
University of Maryland.
Soc Dev. 2012 May 1;21(2):331-342. doi: 10.1111/j.1467-9507.2011.00634.x. Epub 2011 Sep 13.
The current study examined relations among child temperament, peer interaction, and theory of mind (ToM) development. We hypothesized that 1) children classified as behaviorally inhibited at 24 months would show less ToM understanding at 36 months in comparison to non-behaviorally inhibited children, 2) children who displayed negative peer interaction behaviors in a peer dyadic interaction at 24 months would exhibit less ToM understanding at 36 months, and 3) Behavioral inhibition (BI) and the degree of negative behaviors during a peer interaction would jointly influence ToM development, such that children with both heightened BI and negative peer interaction behaviors would exhibit worse ToM performance than behaviorally inhibited children who did not display negative social behaviors. Both BI and negative peer interaction behaviors were associated with passing fewer ToM tasks. The data revealed that children high in both BI and negative peer interaction behaviors passed fewer ToM tasks at 36 months of age than those high in BI and low in negative peer interactions or those low in BI.
本研究考察了儿童气质、同伴互动与心理理论（ToM）发展之间的关系。我们假设：1）与非行为抑制型儿童相比，24个月时被归类为行为抑制型的儿童在36个月时对心理理论的理解较少；2）在24个月的同伴二元互动中表现出负面同伴互动行为的儿童在36个月时对心理理论的理解较少；3）行为抑制（BI）和同伴互动期间的负面行为程度将共同影响心理理论的发展，因此，兼具高度行为抑制和负面同伴互动行为的儿童，其心理理论表现要比未表现出负面社交行为的行为抑制型儿童更差。行为抑制和负面同伴互动行为都与通过较少的心理理论任务相关。数据显示，兼具高度行为抑制和负面同伴互动行为的儿童在36个月大时通过的心理理论任务比那些行为抑制程度高但负面同伴互动少的儿童或行为抑制程度低的儿童要少。
