Mathematica Policy Research.
Human Development and Quantitative Methods Division, Graduate School of Education, University of Pennsylvania.
Dev Psychol. 2017 Dec;53(12):2290-2303. doi: 10.1037/dev0000409. Epub 2017 Sep 21.
The current study investigated the role of theory of mind development in school readiness among 120 low-income preschool and kindergarten children. A short-term longitudinal design was used to examine relations among theory of mind, the understanding of teaching, and learning behaviors and their collective role in children's literacy and numeracy skills at school entry. Results replicate differences in theory of mind development among low-income children as compared to typically studied, higher-income samples. Theory of mind and the combination of several sociocognitive variables successfully predicted concurrent relations with academic outcomes. Children's understanding of teaching predicted changes in literacy scores over time. Results are discussed in the context of what is known about theory of mind and sociocognitive development in school readiness. (PsycINFO Database Record
本研究调查了心理理论发展在 120 名低收入学前和幼儿园儿童入学准备中的作用。采用短期纵向设计，考察心理理论、对教学的理解以及学习行为之间的关系，以及它们在儿童入学时的读写和数学技能中的集体作用。结果复制了与典型的高收入样本相比，低收入儿童心理理论发展的差异。心理理论和几种社会认知变量的结合成功地预测了与学业成绩的并发关系。儿童对教学的理解预测了随着时间的推移读写分数的变化。研究结果在心理理论和社会认知发展与入学准备方面的已有知识背景下进行了讨论。
