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1.
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
2.
脑瘫是脑性瘫痪(cerebralpalsy,CP)的简称,是指从出生前至新生儿期间各种原因导致的非进行性脑损伤引起的中枢性运动功能障碍与姿势异常为主的综合征,常伴有智力低下、癫痫、语言障碍、听力低下、视觉异常、行为异常等多种症状。本文通过对近十年脑瘫儿童研究成果的分析,从脑瘫儿童的语言障碍、听觉障碍、视觉障碍、运动障碍与姿势异常以及心理障碍五个方面对学龄脑瘫儿童伴随的障碍特征进行详细、具体的分析、归纳和描述,以便为后续的研究提供参照,并为学龄脑瘫儿童的教育康复课程目标及评估标准的制定提供前提条件。 相似文献
3.
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
4.
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
5.
脑瘫儿童入学前治疗、康复训练和教育状况调查 总被引：1，自引：1，他引：1
采用问卷调查法和访谈法了解脑性瘫痪儿童早期的治疗、康复训练和教育以及社会支持等方面问题。结果发现,脑瘫儿童的早期生活、治疗、康复训练和教育状况亟待改善,家庭经济、精神负担沉重,社会支持非常有限;相关的医学诊断、治疗,康复训练专业人员的技术水平有待提高,服务体系有待完善;学龄前融合教育相当薄弱,严重制约这些的全面发展。由此得出结论,脑瘫儿童是一个特殊的社会群体,不是一个个孤立的个案,他们的生存和生活需要社会多系统协同介入,通过教育宣传、出台相关政策和制定相关法律,逐步构建针对脑瘫儿童的诊断、治疗、康复训练、教育服务和家庭支持的社会服务体系。 相似文献
6.
文章以一例脑瘫儿童为个案,对其进行以语言、认知和动作技能为主的综合康复训练,探索综合康复训练的效果。采用观察法和访谈法收集资料。训练后,案主在语言、认知和动作技能三个方面取得了不同程度的进步和改善。结果表明综合康复训练对脑瘫儿童有效;动作技能训练是脑瘫儿童康复的重要基础,特别是口腔功能训练能有效促进语言的发展;语言训练要和认知训练相结合,后者能提高脑瘫儿童的语言理解力,进而加速其语言发展。 相似文献
7.
This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding. 相似文献
8.
Longitudinal tracking of 107 three- to-thirteen-year-olds in a cross-sequential design showed a 6-step theory of mind (ToM) sequence identified by a few past cross-sectional studies validly depicted longitudinal ToM development from early to middle childhood for typically developing (TD) children and those with ToM delays owing to deafness or autism. Substantively, all groups showed ToM progress throughout middle childhood. Atypical development was more extended and began and ended at lower levels than for TD children. Yet most children in all groups progressed over the study's mean 1.5 years. Findings help resolve theoretical debates about ToM development for children with and without delay and gain strength and weight via their applicability to three disparate groups varying in ToM timing and sequencing. 相似文献
9.
Joanna Smogorzewska Grzegorz Szumski 《International Journal of Disability, Development & Education》2018,65(3):318-340
This study tested whether and how methods called ‘Play Time/Social Time’ and ‘I Can Problem Solve’ contribute to the improvement of social skills and the development of theory of mind (ToM) in children. The participants in the experiment were nearly 200 (N = 196) preschool children with low social functioning, with and without disabilities. The study showed that social skills and the level of ToM in children attending the lessons improved more than those of children from the control group. Both methods turned out to be effective in the case of social skills and ToM development among children with and without disabilities. It is worthwhile to popularise these methods among preschool teachers. 相似文献
10.
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
11.
Given the research that suggests the social use of language is the latest developing aspect of language, it was hypothesized that children with speech/language impairment (SLI) are particularly susceptible to social interaction difficulties, resulting in diminished social competence. This hypothesis was explored with SLI and non‐language‐impaired (NLI) 4‐ and 5‐year‐old children by gathering measures of social problem solving ability (as rated by teachers, parents, and peers), emotion knowledge, and language development. Results provided partial support for the hypothesis above. Speech/language‐impaired children were rated significantly lower on parent ratings of self‐control and higher in internalizing behaviors, and lower on teacher ratings of assertiveness, than the NLI controls. There were no differences noted on peer sociometric ratings or mutual friendships. However, SLI children scored lower on a stereotypical test of emotional knowledge, while scoring similarly to NLI controls on a nonstereotypical test. A test of language development (TELD‐2) differentiated the SLI and NLI groups, both expressively and receptively. In addition, the TELD‐2 indicated a significant difference in semantic processing errors, but not syntax errors, between the two groups. The differential effects of speech/language impairment on the development of social competence were explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 313–321, 2004. 相似文献
12.
Emiddia Longobardi Pietro Spataro Marta D’Alessandro Rita Cerutti 《Early education and development》2017,28(4):377-395
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
13.
William V. Fabricius Christopher R. Gonzales Annelise Pesch Amy A. Weimer John Pugliese Kathleen Carroll Rebecca R. Bolnick Anne S. Kupfer Nancy Eisenberg Tracy L. Spinrad 《Monographs of the Society for Research in Child Development》2021,86(3):7-154
An important part of children's social and cognitive development is their understanding that people are psychological beings with internal, mental states including desire, intention, perception, and belief. A full understanding of people as psychological beings requires a representational theory of mind (ToM), which is an understanding that mental states can faithfully represent reality, or misrepresent reality. For the last 35 years, researchers have relied on false-belief tasks as the gold standard to test children's understanding that beliefs can misrepresent reality. In false-belief tasks, children are asked to reason about the behavior of agents who have false beliefs about situations. Although a large body of evidence indicates that most children pass false-belief tasks by the end of the preschool years, the evidence we present in this monograph suggests that most children do not understand false beliefs or, surprisingly, even true beliefs until middle childhood. We argue that young children pass false-belief tasks without understanding false beliefs by using perceptual access reasoning (PAR). With PAR, children understand that seeing leads to knowing in the moment, but not that knowing also arises from thinking or persists as memory and belief after the situation changes. By the same token, PAR leads children to fail true-belief tasks. PAR theory can account for performance on other traditional tests of representational ToM and related tasks, and can account for the factors that have been found to correlate with or affect both true- and false-belief performance. The theory provides a new laboratory measure which we label the belief understanding scale (BUS). This scale can distinguish between a child who is operating with PAR versus a child who is understanding beliefs. This scale provides a method needed to allow the study of the development of representational ToM. In this monograph, we report the outcome of the tests that we have conducted of predictions generated by PAR theory. The findings demonstrated signature PAR limitations in reasoning about the mind during the ages when children are hypothesized to be using PAR. In Chapter II, secondary analyses of the published true-belief literature revealed that children failed several types of true-belief tasks. Chapters III through IX describe new empirical data collected across multiple studies between 2003 and 2014 from 580 children aged 4–7 years, as well as from a small sample of 14 adults. Participants were recruited from the Phoenix, Arizona metropolitan area. All participants were native English-speakers. Children were recruited from university-sponsored and community preschools and daycare centers, and from hospital maternity wards. Adults were university students who participated to partially fulfill course requirements for research participation. Sociometric data were collected only in Chapter IX, and are fully reported there. In Chapter III, minor alterations in task procedures produced wide variations in children's performance in 3-option false-belief tasks. In Chapter IV, we report findings which show that the developmental lag between children's understanding ignorance and understanding false belief is longer than the lag reported in previous studies. In Chapter V, children did not distinguish between agents who have false beliefs versus agents who have no beliefs. In Chapter VI, findings showed that children found it no easier to reason about true beliefs than to reason about false beliefs. In Chapter VII, when children were asked to justify their correct answers in false-belief tasks, they did not reference agents’ false beliefs. Similarly, in Chapter VIII, when children were asked to explain agents’ actions in false-belief tasks, they did not reference agents’ false beliefs. In Chapter IX, children who were identified as using PAR differed from children who understood beliefs along three dimensions—in levels of social development, inhibitory control, and kindergarten adjustment. Although the findings need replication and additional studies of alternative interpretations, the collection of results reported in this monograph challenges the prevailing view that representational ToM is in place by the end of the preschool years. Furthermore, the pattern of findings is consistent with the proposal that PAR is the developmental precursor of representational ToM. The current findings also raise questions about claims that infants and toddlers demonstrate ToM-related abilities, and that representational ToM is innate. 相似文献
14.
The results of previous cross-section studies suggest that childhood hearing impairment may lead to parental psychosocial stress. The present study investigated whether modifications in parental psychic state can be ascertained in connection with the child's treatment events and the child's hearing and speech status, in a prospective study design. Data were available on 116 fathers and mothers regarding the pre-cochlear implant examination or hearing aid fitting of their child. In the course of the child's treatment, parental quality of life improved from a low to a normal level. Among children who were at the stage of pre-examination for a cochlear implant, better hearing and speech capacity was linked to more severe impairment of the parental state. It is emphasized that the parents whose children showed comparatively good language development at the time of pre-examination for a cochlear implant were especially subjected to stress. 相似文献
15.
Amy A. Weimer Julie Sallquist Rebecca R. Bolnick 《Early education and development》2013,24(3):280-301
Research Findings: The present study investigated the relation between theory of mind (ToM) and emotion understanding among 78 children 4½ to 6½ years old (35 boys, 43 girls). ToM understanding was assessed using ignorance and false belief questions within an emotion-understanding task that evaluated children's abilities to recognize facial expressions and identify the external causes of emotions (happy, sad, angry, scared, and surprised), understand the role of beliefs and desires in emotion, and comprehend felt versus expressed emotions. Results indicated that children's understanding of the external causes of emotion, hidden emotions, and a reminder's influence on emotions improved with age and that children's understanding of the external causes of emotion related to ToM understanding. Practice or Policy: Findings suggest that programs that seek to promote children's socioemotional awareness could benefit from encouraging the development of children's understanding of the external causes of emotions to improve overall social cognition. 相似文献
16.
The correlates of spelling impairment wereexamined in children with histories of earlyspeech sound disorders. The spelling errors of52 children with histories of speech sounddisorders were analyzed to predict theassociation between weaknesses in expressivelanguage skills in early childhood andschool-age spelling abilities. Resultsrevealed that children with preschool speechsound and language problems became poorerspellers at school age than did children withpreschool speech sound disorders only. However, even children with isolated speechsound disorders demonstrated a weakness inspelling skills relative to their reading andlanguage abilities and Weschler Performance IQ.Measures of phonological awareness were highlycorrelated with spelling skills, suggestingthat phonological processing abilities arerelated to the ability to spell phoneticallypredictable words. Analysis of spelling errorsbased on level of phonological awareness skillrevealed that children with preschool speechsound disorders utilize phonetic strategies inspelling phonetically predictable words. Familial aggregation of spelling disorderssuggests a possible genetic component that ismodified by gender. 相似文献
17.
The Dutch Pictorial Scale of Perceived Competence and Social Acceptance for Children with Cerebral Palsy was translated and administered to an English sample. This scale was developed to assess the child's perception on cognitive, physical and social domains. Thirty-two children, aged 4 to 9 years, were tested twice. The results indicate good test/retest reliability and good internal consistency. The results on the intercorrelations between the four sub-scales supported internal validity of the pictorial scale. It is concluded that the pictorial scale for young children with cerebral palsy is a reliable and valid instrument for determining the perception of children with cerebral palsy, and application in clinical and class settings is discussed. 相似文献
18.
7-15岁脑瘫儿童和普通儿童音调特征的比较研究 总被引：1，自引：1，他引：0
本研究目的是为了探讨7- 15岁脑瘫儿童的音调特征,比较脑瘫儿童与普通儿童在音调特征上的差异.研究结果表明:(1)脑瘫儿童的MSF0及FOSD极显著高于普通儿童;(2)普通儿童13岁后的MSF0及FOSD变化很大,变声期13岁左右,脑瘫儿童变声期15岁开始,7-15岁的FOSD变化不大;(3)变声期普通女童的MSF0及FOSD显著高于男童,脑瘫儿童男女间的MSF0及FOSD无显著性差异;(4)手足徐动型瘫儿的MSF0显著高于痉挛型瘫儿和普通儿童,FOSD极显著高于痉挛型瘫儿和普通儿童. 相似文献
19.
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
20.