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1.
ABSTRACT— Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5–5.5 years of age ( N = 82) were asked to teach a confederate learner how to play a board game and were administered multitask batteries of ToM and EF with mental age, sex, and memory capacity as controls. There was a developmental increase in children's teaching skills (e.g., older children taught longer, explained more rules, and used more strategies when teaching). Examined separately, both ToM and EF explained unique variance in teaching skills over and above controls. Taken together, EF was a significant predictor of teaching efficacy over and above ToM and controls, whereas the same did not hold true for ToM. These results suggest that ToM may be a necessary prerequisite for teaching to occur; however, EF skills appear to play a vital role in children's teaching efficacy. 相似文献
2.
Little is known about how and when preschoolers master the concept of teaching, particularly in relation to the acquisition of theory of mind (ToM). We investigated the relationship between the two in children aged 3-6 years old. One hundred and seventeen French preschool pupils answered questions about different teaching situations illustrated in ten stories involving knowledge differences and/or false belief. Four change-of-location ToM stories were also administered. Our results indicate a developmental progression from understanding teaching situations to grasping the notion of knowledge gaps. Moreover, they confirm that ToM seems to be involved in understanding more complex teaching situations. 相似文献
3.
Serena Lecce Federica Bianco Patrizia Demicheli Elena Cavallini 《Child development》2014,85(6):2404-2418
This study investigated the relation between theory of mind (ToM) and metamemory knowledge using a training methodology. Sixty‐two 4‐ to 5‐year‐old children were recruited and randomly assigned to one of two training conditions: A first‐order false belief (ToM) and a control condition. Intervention and control groups were equivalent at pretest for age, parents' education, verbal ability, inhibition, and ToM. Results showed that after the intervention children in the ToM group improved in their first‐order false belief understanding significantly more than children in the control condition. Crucially, the positive effect of the ToM intervention was stable over 2 months and generalized to more complex ToM tasks and metamemory. 相似文献
4.
This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group learning to draw instead (n = 23). Both studies showed that the effect of spatial ability on ToM depended on VPT, suggesting a role of embodiment in ToM development in early childhood. These findings provide an alternative way to think about ToM development and the psychological mechanism that may be involved. 相似文献
5.
Adina M. Seidenfeld Stacy R. Johnson Elizabeth Woodburn Cavadel Carroll E. Izard 《Early education and development》2014,25(7):933-948
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. 相似文献
6.
Constantinos M. Kokkinos Ioanna Voulgaridou Marianna Mandrali Chrysoula Parousidou 《Psychology in the schools》2016,53(3):253-269
The aim of this study was to investigate possible interactive links between theory of mind (ToM), moral disengagement and relational aggression, using a moderated mediation analysis, with gender as a moderator, in a sample of 120 Greek preadolescents. Results indicated that relational aggression was significantly positively associated with moral disengagement and negatively with ToM. Moderated mediation analyses indicated that boys with deficient ToM were more likely to morally disengage from their actions which in turn resulted in relational aggression, while poor ToM was directly linked to relational aggression only for preadolescent girls. Moral disengagement had a direct effect on relational aggression only for boys, while ToM was found to partially mediate the relationship between moral disengagement and relational aggression only for girls. The results emphasize that the co‐morbid effects of socio‐cognitive factors should be taken into consideration when relational aggression is explored. 相似文献
7.
Elizabeth Meins Charles Fernyhough Bronia Arnott Susan R. Leekam Marc de Rosnay 《Child development》2013,84(5):1777-1790
Relations among indices of maternal mind‐mindedness (appropriate and nonattuned mind‐related comments) and children's: (a) internal state vocabulary and perspectival symbolic play at 26 months (N = 206), and (b) theory of mind (ToM) at 51 months (n = 161) were investigated. Appropriate comments were positively associated with ToM, but were unrelated to internal state language and perspectival symbolic play. Nonattuned comments were negatively correlated with internal state language and perspectival symbolic play, but were unrelated to ToM. Path analyses indicated that the best fit model assumed: (a) indirect links between nonattuned comments and ToM via children's perspectival symbolic play, (b) a direct link between appropriate comments and ToM, and (c) an indirect link between appropriate comments and ToM via children's concurrent receptive verbal ability. 相似文献
8.
This research examined the relation between individual differences in inhibitory control (IC; a central component of executive functioning) and theory-of-mind (ToM) performance in preschool-age children. Across two sessions, 3- and 4-year-old children (N = 107) were given multitask batteries measuring IC and ToM. Inhibitory control was strongly related to ToM, r = .66, p < .001. This relation remained significant controlling for age, gender, verbal ability, motor sequencing, family size, and performance on pretend-action and mental state control tasks. Inhibitory tasks requiring a novel response in the face of a conflicting prepotent response (Conflict scale) and those requiring the delay of a prepotent response (Delay scale) were significantly related to ToM. The Conflict scale, however, significantly predicted ToM performance over and above the Delay scale and control measures, whereas the Delay scale was not significant in a corresponding analysis. These findings suggest that IC may be a crucial enabling factor for ToM development, possibly affecting both the emergence and expression of mental state knowledge. The implications of the findings for a variety of executive accounts of ToM are discussed. 相似文献
9.
Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task. 相似文献
10.
Theory of mind (ToM) allows children to achieve success in the social world by understanding others' minds. A study with 3‐ to 12‐year‐olds, however, demonstrates that gains in ToM are linked to decreases in children's desire to engage in performative behaviors associated with health and well‐being, such as singing and dancing. One hundred and fifty‐nine middle‐class children from diverse backgrounds in a Northeastern U.S. metropolitan area completed the study in 2011. The development of ToM is associated with decreases in self‐esteem, which in turn predicts decreases in children's willingness to perform. This shift away from performance begins at age 4 (when ToM begins to develop), years before children enter puberty. 相似文献
11.
Signposts to development: theory of mind in deaf children 总被引：5，自引：0，他引：5
Possession of a "theory of mind" (ToM)--as demonstrated by an understanding of the false beliefs of others--is fundamental in children's cognitive development. A key question for debate concerns the effect of language input on ToM. In this respect, comparisons of deaf native-signing children who are raised by deaf signing parents with deaf late-signing children who are raised by hearing parents provide a critical test. This article reports on two studies (N = 100 and N = 39) using "thought picture" measures of ToM that minimize verbal task-performance requirements. These studies demonstrated that even when factors such as syntax ability, mental age in spatial ability, and executive functioning were considered, deaf late signers still showed deficits in ToM understanding relative to deaf native signers or hearing controls. Even though the native signers were significantly younger than a sample of late signers matched for spatial mental age and scores on a test of receptive sign language ability, native signers outperformed late signers on pictorial ToM tasks. The results are discussed in terms of access to conversation and extralinguistic influences on development such as the presence of sibling relationships, and suggest that the expression of a ToM is the end result of social understanding mediated by early conversational experience. 相似文献
12.
Recent research has found that the acquisition of theory of mind (ToM) is delayed in children with specific language impairment (SLI). The present study used a battery of ToM and visual perspective taking (VPT) tasks to investigate whether the delayed acquisition of ToM in children with SLI is associated with delayed VPT development. Harris' (1992, 1996) simulation theory predicts that the development of VPT will be delayed. Participants were 20 children with SLI (M=62.9 months) and 20 typically developing children (M=61.2 months) who were matched for nonverbal ability, gender, and age. The results supported Harris' theory and a role for language in ToM and VPT development. 相似文献
13.
In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences. 相似文献
14.
Siblings and theory of mind in deaf native signing children 总被引：5，自引：0，他引：5
We report a study designed to examine the basis of "theory of mind" (ToM) reasoning in deaf children who are native signers of British Sign Language. The participants were 20 native signers (aged 4-8 years) and their siblings. The children were given a measure of the quality of sibling relations together with a referential communication test concerning physical representations of objects and people. Sibling quality as perceived by siblings predicted children's ToM scores over and above age and referential communication. We conclude that the process of ToM understanding is linked to positive sibling relations that may permit access to knowledge about the inner worlds of beliefs and other mental states. 相似文献
15.
Theorists have speculated about the symbolic underpinnings of theory of mind (ToM), but no study has examined them across the main developmental span of ToM. Here, the onset of symbolic understandings in three domains (pretend play, language, and understanding representations) and ToM was examined. Fifty‐eight children were tested on batteries of tasks four times from ages 2.5 to 5 years. Some significant interrelations among variables were seen at each age level. Canonical correlation analysis found that a subset of the symbolic variables was significantly related to ToM at ages 4 and 5, providing the best evidence to date that ToM is undergirded by a symbolic element that also supports language, pretend play, and representational understanding. 相似文献
16.
Jackson AL 《Journal of deaf studies and deaf education》2001,6(3):161-176
Deaf children with signing parents, nonnative signing deaf children, children from a hearing impaired unit (HIU), and oral deaf children were tested on three first-order theory of mind (ToM) tasks--a subset was also given a second-order task (Perner & Wimmer, 1985). A British Sign Language (BSL) receptive language task (Herman, Holmes, & Woll, 1999) and four nonverbal executive function tasks were also administered. The new BSL task allowed, for the first time, the receptive language abilities of deaf children to be measured alongside ToM abilities. Hearing children acted as controls. These children were given the same tasks, except the British Picture Vocabulary Scale was substituted for the BSL task. Language ability correlated positively and significantly with ToM ability, and age was correlated with language ability for both the deaf and hearing children. Age, however, underpinned the relationship between ToM and language for deaf children with signing parents and hearing children but not for nonnative signing, HIU, or oral deaf children. Executive function performance in deaf children was not related to ToM ability. A subset of hearing children, matched on age and language standard scores with signing deaf children, passed significantly more ToM tasks than the deaf children did. The findings are discussed with respect to the hypotheses proposed by Peterson and Siegal (1995, 2000) and Courtin (2000). 相似文献
17.
ABSTRACT— In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children's competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children's success in school. This article reviews several successful training studies in preschool children showing that these two school-related competencies can be trained. We also discuss methodological factors that may be important for the effectiveness of training programs. Finally, the review outlines implications of brain research for such training interventions. 相似文献
18.
Longitudinal data were obtained from 157 children aged 3 years 3 months to 5 years 6 months at Time 1. At Time 2 these children had aged an average of 12 months. Theory of mind (ToM) and executive functioning (EF) were measured at both time points. Results suggest that Time 1 ToM scores predict Time 2 EF scores. Detailed examination of sibling influences suggests that benefits—in terms of advanced ToM development—accrue to children with siblings versus without, and to those with a larger number of child‐aged siblings. Any advance in either area (ToM or EF) is likely to benefit the other, and early sibling interaction appears to act as a catalyst. 相似文献
19.
大学生专业素质能力的培养——本科教育教学改革探索之六 总被引：5，自引：2，他引：5
林华东 《泉州师范学院学报》2006,24(5):12-20
大学生专业素质能力是指大学生综合运用专业知识开展课堂教学之外延伸实践的能力。提高大学生实践能力,把实践育人的意识落到实处,是地方性教学型本科院校人才培养方案应有的题中之义。大学生专业素质能力的培养是一个面向全体大学生的课外延伸实践教学,是对原有专业教学计划中实践教学体系的进一步完善。通过大学生专业素质能力的实践教学,可以把第一课堂的教学和第二课堂以及面向社会的第三课堂的实践活动有机链接起来,可以促使本科教学活动从以知识传授为主向以培养能力为主的方向转变。大学生专业素质能力的培养需要通过设置课程学分、探索教学新模式、建立培养新机制、创设实践新平台等方式科学运作。 相似文献
20.
Children aged 3-12 years (n = 184) with typical development, deafness, autism, or Asperger syndrome took a series of theory-of-mind (ToM) tasks to confirm and extend previous developmental scaling evidence. A new sarcasm task, in the format of H. M. Wellman and D. Liu's (2004) 5-step ToM Scale, added a statistically reliable 6th step to the scale for all diagnostic groups. A key previous finding, divergence in task sequencing for children with autism, was confirmed. Comparisons among diagnostic groups, controlling age, and language ability, showed that typical developers mastered the 6 ToM steps ahead of each of the 3 disabled groups, with implications for ToM theories. The final (sarcasm) task challenged even nondisabled 9-year-olds, demonstrating the new scale's sensitivity to post-preschool ToM growth. 相似文献