Weimer Amy A, Gasquoine Philip G
a University of Texas Rio Grande Valley.
J Genet Psychol. 2016;177(2):33-43. doi: 10.1080/00221325.2016.1138793.
Belief reasoning and emotion understanding were measured among 102 Mexican American bilingual children ranging from 4 to 7 years old. All children were tested in English and Spanish after ensuring minimum comprehension in each language. Belief reasoning was assessed using 2 false and 1 true belief tasks. Emotion understanding was measured using subtests from the Test for Emotion Comprehension. The influence of family background variables of yearly income, parental education level, and number of siblings on combined Spanish and English vocabulary, belief reasoning, and emotion understanding was assessed by regression analyses. Age and emotion understanding predicted belief reasoning. Vocabulary and belief reasoning predicted emotion understanding. When the sample was divided into language-dominant and balanced bilingual groups on the basis of language proficiency difference scores, there were no significant differences on belief reasoning or emotion understanding. Language groups were demographically similar with regard to child age, parental educational level, and family income. Results suggest Mexican American language-dominant and balanced bilinguals develop belief reasoning and emotion understanding similarly.
对102名4至7岁的墨西哥裔美国双语儿童进行了信念推理和情绪理解测试。在确保每个孩子对每种语言都有最低理解能力后，所有孩子都用英语和西班牙语进行了测试。使用2个错误信念任务和1个真实信念任务来评估信念推理。使用情绪理解测试中的子测试来测量情绪理解。通过回归分析评估家庭背景变量（年收入、父母教育水平和兄弟姐妹数量）对西班牙语和英语综合词汇、信念推理和情绪理解的影响。年龄和情绪理解预测信念推理。词汇和信念推理预测情绪理解。当根据语言熟练度差异分数将样本分为语言主导型和平衡双语组时，在信念推理或情绪理解方面没有显著差异。在儿童年龄、父母教育水平和家庭收入方面，语言组在人口统计学上相似。结果表明，墨西哥裔美国语言主导型和平衡双语者在信念推理和情绪理解方面的发展相似。
