Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria 3220, Australia.
Cognitive Neuroscience Unit, School of Psychology, Deakin University, Geelong, Victoria 3220, Australia.
J Exp Child Psychol. 2021 Sep;209:105158. doi: 10.1016/j.jecp.2021.105158. Epub 2021 May 7.
Theory of mind (ToM) development is critical to effective social functioning and appears to depend on complementary language abilities. The current study explored the mediating influence of language on the development of both cognitive and affective ToM. A total of 151 children aged 5-12 years completed ToM (cognitive and affective) and language assessments, and parents provided ratings of their children's empathic ability. Results showed that language mediated the relationship between age and both cognitive and affective ToM but not parent-reported cognitive empathy. Examination of younger and older subgroups revealed that language mediated cognitive and affective ToM differently across developmental periods. Findings highlight the dynamic role that language plays in the development of both cognitive and affective ToM throughout early and middle childhood.
心理理论（Theory of mind，ToM）发展对于有效的社交功能至关重要，并且似乎依赖于互补的语言能力。本研究探讨了语言对认知和情感心理理论发展的中介影响。共有 151 名 5-12 岁的儿童完成了心理理论（认知和情感）和语言评估，父母对孩子的同理心能力进行了评分。结果表明，语言中介了年龄与认知和情感心理理论之间的关系，但不包括父母报告的认知同理心。对年龄较小和较大的亚组的检查表明，语言在认知和情感心理理论的发展中在不同的发展阶段具有不同的中介作用。研究结果强调了语言在整个幼儿期和中期认知和情感心理理论发展中所起的动态作用。
