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Explicit Theory of Mind Is Even More Unified Than Previously Assumed: Belief Ascription and Understanding Aspectuality Emerge Together in Development 
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下载免费PDF全文 Existing evidence suggests that children, when they first pass standard theory‐of‐mind tasks, still fail to understand the essential aspectuality of beliefs and other propositional attitudes: such attitudes refer to objects only under specific aspects. Oedipus, for example, believes Yocaste (his mother) is beautiful, but this does not imply that he believes his mother is beautiful. In three experiments, 3‐ to 6‐year‐olds' (N = 119) understanding of aspectuality was tested with a novel, radically simplified task. In contrast to all previous findings, this task was as difficult as and highly correlated with a standard false belief task. This suggests that a conceptual capacity more unified than previously assumed emerges around ages 4–5, a full‐fledged metarepresentational scheme of propositional attitudes. 相似文献
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ABSTRACT
Introduction
The remarkable growth of older adults represents a challenge for our societies. The population of aging requires adjustments that sometimes are difficult to achieve for already stressed welfare systems. In this context, intergenerational solidarity may play a central role. Demographic shifts over the past century have also increased the percentage of grandchildren who, as young adults, have living grandparents. Adult grandchildren could become an important source of intergenerational solidarity, but few studies have explored intergenerational relations, including grandparents, adult children, and adult grandchildren. None to our knowledge have examined which aspects of intergenerational solidarity affect the positive view of elders, positive expectations toward the future, and old-young divides. 相似文献15.
Sally Smith Ella Taylor-Smith Liz Bacon Lachlan Mackinnon 《British Journal of Sociology of Education》2019,40(3):324-339
A recent UK Government commissioned study found concerning levels of unemployment among computing students from disadvantaged, black and minority ethnic backgrounds. The study highlighted that work experience was a factor in increased levels of graduate employment. As such, it is vital that students have equal access to such work experience. This study considers the availability of work experience to 140 computing students at two city centre UK universities. Data analysis considered socioeconomic background and ethnicity to determine if these influenced attitudes to work experience. While students’ socioeconomic backgrounds and ethnicity had little influence on their interest in work experience, patterns of success in gaining work experience reflected worrying graduate (un)employment patterns, with those from disadvantaged, black or minority ethnic backgrounds less able to secure work experience. These findings have serious implications for university and government policies promoting work experience and highlight the need for national interventions. 相似文献
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This study tested the hypothesis that values, abstract goals serving as guiding life principles, become relatively important predictors of adolescents' self-reported violent behavior in school environments in which violence is relatively common. The study employed a students-nested-in-schools design. Arab and Jewish adolescents ( N = 907, M age = 16.8), attending 33 Israeli schools, reported their values and their own violent behavior. Power values correlated positively, and universalism and conformity correlated negatively with self-reported violent behavior, accounting for 12% of the variance in violent behavior, whereas school membership accounted for 6% of the variance. In schools in which violence was more common, power values' relationship with adolescents' self-reported violence was especially positive, and the relationship of universalism with self-reported violence was especially negative. 相似文献
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Daniel E Schiefer D Möllering A Benish-Weisman M Boehnke K Knafo A 《Child development》2012,83(1):322-336
Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures. 相似文献
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Dr. Ella M. Trussell 《Research quarterly for exercise and sport》2013,84(2):383-390
Abstract Relationships between performance scores in reading achievement, Frostig Developmental Test of Visual Perception, Lincoln-Oseretsky Motor Development Scale, two perceptual-motor tasks and eye-hand dominance tests were studied in 75 first and second grade children. Correlations among many variables were significant although none were high enough for reliable prediction of one variable from another. Mixed eye-hand dominance was not found to be associated with deficient performance in any of the tests. Factor analysis failed to provide factors indicative of interrelationships among elements of visual, motor, and reading functions. 相似文献