首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Individual differences in young children's understanding of others' feelings and in their ability to explain human action in terms of beliefs, and the earlier correlates of these differences, were studied with 50 children observed at home with mother and sibling at 33 months, then tested at 40 months on affective-labeling, perspective-taking, and false-belief tasks. Individual differences in social understanding were marked; a third of the children offered explanations of actions in terms of false belief, though few predicted actions on the basis of beliefs. These differences were associated with participation in family discourse about feelings and causality 7 months earlier, verbal fluency of mother and child, and cooperative interaction with the sibling. Differences in understanding feelings were also associated with the discourse measures, the quality of mother-sibling interaction, SES, and gender, with girls more successful than boys. The results support the view that discourse about the social world may in part mediate the key conceptual advances reflected in the social cognition tasks; interaction between child and sibling and the relationships between other family members are also implicated in the growth of social understanding.  相似文献   

2.
Dunn J  Hughes C 《Child development》2001,72(2):491-505
Relations between an early interest in violent fantasy and children's social understanding, antisocial and emotional behavior, and interactions with friends were investigated in 40 "hard-to-manage" preschoolers and 40 control children matched for gender, age, and school and ethnic background. Children were filmed alone in a room with a friend, and tested on a battery of cognitive tests, including false-belief, executive function, and emotion understanding tasks. Teachers reported on their friendship quality. At age 6 years, the children's understanding of the emotional consequences of antisocial and prosocial actions was studied. The hard-to-manage group showed higher rates of violent fantasy; across both groups combined, violent fantasy was related to poor executive control and language ability, frequent antisocial behavior, displays of anger and refusal to help a friend, poor communication and coordination of play, more conflict with a friend, and less empathic moral sensibility 2 years later. The usefulness of a focus on the content of children's pretend play-in particular, violent fantasy-as a window on children's preoccupations is considered.  相似文献   

3.
Numerous studies show that children's language ability is related to false-belief understanding. However, there is considerable variation in the size of the correlation reported. Using data from 104 studies (N=8,891), this meta-analysis determines the strength of the relation in children under age 7 and examines moderators that may account for the variability across studies--including aspect of language ability assessed, type of false-belief task used, and direction of effect. The results indicate a moderate to large effect size overall that remains significant when age is controlled. Receptive vocabulary measures had weaker relations than measures of general language. Stronger effects were found from earlier language to later false belief than the reverse. Significant differences were not found among types of false-belief task.  相似文献   

4.
The present study investigated relationships among false belief, emotion understanding, and social skills with 60 3- to 5-year-olds (29 boys, 31girls) from Head Start and two other preschools. Children completed language, false belief, and emotion understanding measures; parents and teachers evaluated children's social skills. Children's false belief performance related to their understanding of their friend's emotions and to teacher's ratings of social skills. Aspects of emotion understanding related to social skills. Head Start (n =30) and non-Head Start preschoolers (n = 30) performed similarly on social skills and emotion understanding measures, however, non-Head Start children performed significantly better on false belief tasks than Head Start children. Results demonstrate the importance of including diverse groups of children in studies of social cognition.  相似文献   

5.
Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via a classical false-belief task, and affective ToM via a comprehensive test tapping 3 levels of emotion comprehension (external, mental, and reflexive). In addition, language competence was assessed with a direct test evaluating both receptive and expressive language. The results showed that after we controlled for language ability, inhibition to novelty predicted higher levels of cognitive ToM in 4/5-year-old children. In addition, higher levels of social orientation predicted better comprehension of the external aspects of emotion in both younger and older children. Practice or Policy: Our results highlight the importance of the early identification of less sociable children, who might benefit from training interventions aimed at increasing their affective ToM abilities. At the same time, they are also consistent with previous evidence indicating that an inhibited approach to social interaction can promote false-belief understanding.  相似文献   

6.
  相似文献   

7.
  相似文献   

8.
The present study is an attempt to examine the relation between false-belief understanding and referential communication skills. The ability of 76 children aged 5 years to attribute false beliefs to themselves and others was examined with three false-belief tasks. The referential communication skills of the same children were assessed with two tests: (a) the Listening Skills Test (Lloyd et al. 2001) and (b) the Test of Referential Communication (Lloyd et al. 1995), which were adjusted to Greek reality for this purpose. The results showed that there is a link between false-belief understanding and components of referential communication, namely, ability to identify a pictorial referent based on oral messages, ability to comprehend directions on a map, and ability to detect and resolve ambiguity in oral messages. They also revealed that comprehension of directions and ability to detect ambiguity in messages as listener may be good predictors of false-belief competence. The present findings support and expand previous evidence attesting to a link between false-belief understanding and other aspects of language such as syntax, semantics, and pragmatics.  相似文献   

9.
This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed.  相似文献   

10.
聋儿心理理论的发展及其培养   总被引：1，自引：0，他引：1  
心理理论的研究是心理学中近年来研究的热点问题,心理理论是社会认知的重要组成部分。我国聋儿占残疾人总数的比例很大,探讨聋儿的心理发展与教育对于构建和谐社会具有十分重要的现实意义。目前对聋儿心理理论的研究主要集中在聋儿对错误信念的理解和其他心理状态的发展等方面。研究结果一致认为聋儿心理理论的发展落后于正常儿童,主要原因是语言交流障碍、早期家庭环境不良、学校教育不够重视等。对聋儿心理理论的培养应从注重早期诊断和语言训练、促进家庭中有效的语言交流、充分利用学校教育、扩大聋儿人际交往等方面入手。  相似文献   

11.
The present research evaluated a conceptual model that links temperament, emotional knowledge, and family expressiveness to preschoolers' emotion regulation ability. The emotional understanding of 82 preschoolers was assessed with 2 separate tasks. After the second emotional knowledge task, the children were presented a "disappointing" prize, and their facial displays of positive and negative affect were recorded. The children and their mothers also participated in a game designed to elicit maternal expressive behavior. Mothers provided information about the preschoolers' temperament and about the frequency of positive and negative affect expressed within their families Results indicated that children's positive displays when presented the "disappointing" prize were inversely related to the temperamental dimension of emotional intensity and positively associated with children's understanding of emotion. Maternal reports of sadness within the family were inversely related to children's positive affective displays. Children's negative emotional displays in the disappointment situation were inversely related to observed maternal positive emotion. The findings from this study give greater specification to the unique and joint contributions of temperament, emotional knowledge, and family expressiveness in predicting preschoolers' expressive control of emotion.  相似文献   

12.
Although there has been growing interest in the development of emotion, a surprisingly small amount of research deals with the vocabulary children use to refer to emotions. In the present study, we examined differences in children's spontaneous use of emotion vocabulary during their naturally-occurring peer interactions and explored these differences in relation to their likability as assessed by their peers. Preschoolers were observed in their interactions with other children and their utterances containing emotion words were recorded. The content, form, and pragmatic function of these emotion words then were analyzed. It was found that with increasing age, emotion vocabulary became more differentiated and complex. Moreover, children who used a larger number of different emotion words, made more references to others' emotional states, and used emotion vocabulary for social functions, were more liked by their peers. Discussion focused on understanding young children's use of emotion vocabulary, the contributions it makes to the quality of their social interactions, and the implications of these for early educators.  相似文献   

13.
The present study investigated relationships among false belief, emotion understanding, and social skills with 60 3- to 5-year-olds (29 boys, 31girls) from Head Start and two other preschools. Children completed language, false belief, and emotion understanding measures; parents and teachers evaluated children's social skills. Children's false belief performance related to their understanding of their friend's emotions and to teacher's ratings of social skills. Aspects of emotion understanding related to social skills. Head Start (n =30) and non-Head Start preschoolers (n = 30) performed similarly on social skills and emotion understanding measures, however, non-Head Start children performed significantly better on false belief tasks than Head Start children. Results demonstrate the importance of including diverse groups of children in studies of social cognition.  相似文献   

14.
This continuation of a previous study (Taumoepeau & Ruffman, 2006) examined the longitudinal relation between maternal mental state talk to 15- and 24-month-olds and their later mental state language and emotion understanding (N= 74). The previous study found that maternal talk about the child's desires to 15-month-old children uniquely predicted children's mental state language and emotion task performance at 24 months. In the present study, at 24 months of age, mothers' reference to others' thoughts and knowledge was the most consistent predictor of children's later mental state language at 33 months. Vygotsky's zone of proximal development provides a framework within which maternal talk, first, about the child's desires and then about others' thoughts and knowledge scaffolds children's social understanding.  相似文献   

15.
Mothers read stories to their children (N=41) aged between 3.3 years and 5.11 years old, and children then completed two false-belief tasks. One year later, mothers read a story to 37 of those children who were also given four tasks to assess their advanced understanding of mental states. Mothers' early use of cognitive verbs in picture-book reading correlated with their children's later understanding of mental states. Some pragmatic aspects of maternal input correlated with children's later outcomes. Two different factors in mothers' cognitive discourse were identified, suggesting a zone of proximal development in children's understanding of mental states.  相似文献   

16.
The focus of the present study is on the developmental antecedents of domain-general experimentation skills. We hypothesized that false-belief understanding would predict the ability to distinguish a conclusive from an inconclusive experiment. We conducted a longitudinal study with two assessment points (t1 and t2) to investigate this hypothesis. As language, executive functioning, working memory, and intelligence have been discussed as potential influencing factors in theory of mind and scientific reasoning development, we included measures of these abilities as control variables. We recruited 161 preschool children (73 girls and 88 boys); we administered a false-belief task, an experimentation task, and the control variables at t1 when the children were 4 years old. We repeated the false-belief and experimentation tasks at t2 when the children were 5 years old. Our results show that children who solved the false-belief task correctly at age 4 were more likely to solve the experimentation task correctly at age 5, but not vice versa, even after controlling for the influence of language, executive functioning, working memory, and intelligence. The implications of these results on theories about the development of scientific reasoning and for science education concepts for young children are briefly discussed.  相似文献   

17.
Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development.  相似文献   

18.
Sixty-three mother-toddler dyads took part in a 6-month prospective study that examined how differences in the frequency and nature of early mother-toddler conflict related to individual differences in children's subsequent socioemotional development. When the children were 30 months, mothers and children participated in a series of laboratory tasks and in a 1.5-hr unstructured home observation. All episodes of verbal conflict between mothers and their children were identified from these sessions, transcribed, and coded for certain elements (e.g., strategy, discussion of emotion, and resolution). At 36 months, children participated in measures of emotional understanding, social competence, and early conscience development. Mothers' use of justification, resolution, and mitigation in conflict at 30 months predicted high levels of socioemotional development at age 3. These findings suggest that conflict may be an important context for children's socioemotional development.  相似文献   

19.
Research suggests that young children may see a direct and one-way connection between facts about the world and epistemic mental states (e.g., belief). Conventions represent instances of active constructions of the mind that change facts about the world. As such, a mature understanding of convention would seem to present a strong challenge to children's simplified notions of epistemic relations. Three experiments assessed young children's abilities to track behavioral, representational, and truth aspects of conventions. In Experiment 1, 3- and 4-year-old children (N = 30) recognized that conventional stipulations would change people's behaviors. However, participants generally failed to understand how stipulations might affect representations. In Experiment 2, 3-, 5-, and 7-year-old children (N = 53) were asked to reason about the truth values of statements about pretenses and conventions. The two younger groups of children often confused the two types of states, whereas older children consistently judged that conventions, but not pretenses, changed reality. In Experiment 3, the same 3- and 5-year-olds (N = 42) participated in tasks assessing their understanding of representational diversity (e.g., false belief). In general, children's performance on false-belief and "false-convention" tasks did not differ, which suggests that conventions were understood as involving truth claims (as akin to beliefs about physical reality). Children's difficulties with the idea of conventional truth seems consistent with current accounts of developing theories of mind.  相似文献   

20.
Two prominent theories in evolutionary biology have stressed the role of social contexts in the evolution of primate cognition. One theory holds that cognition evolved in the context of individuals having to keep track of their interactions with a variety of conspecifics. In the other theory, cognition evolved in the contexts of familiar and close social relationships. In this paper, we present two experiments examining the effects of varied, familiar, and close social contacts on preschool children's literate language and story re-reading. We hypothesized, based on developmental evolutionary theory, that closeness, in the form of increased familiarity and friendship, would maximize children's expression of emotional terms, conflict/resolution cycles, collaborative responses, literate language, and story re-readings. In Study 1, children were exposed to one of two conditions. In the more familiar condition, initially unfamiliar children interacted with the same peer across four separate observations. In the less familiar, varied condition, a focal child interacted with a different unfamiliar peer on four separate occasions. Consistent with predictions, children in the more familiar condition increased their use of emotional terms and literate language and story re-reading with time. In Study 2, a familiar group (as defined in Study 1) was compared with children in bestfriend dyads. As predicted, friends outperformed familiar peers initially, but between-group differences decreased across time while children's performance in the familiar group increased across time. Results are discussed in terms of the role of familiarity in the evolution of cooperation and cognition.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号