Reading Minds: The Relation Between Children's Mental State Knowledge and Their Metaknowledge About Reading

被引：74

作者：

Lecce, Serena ^{[1
]}

Zocchi, Silvia

Pagnin, Adriano

Palladino, Paola

Taumoepeau, Mele ^{[2
]}

机构：

[1] Univ Pavia, Dept Psychol, I-27100 Pavia, Italy

[2] Univ Otago, Dunedin, New Zealand

来源：

CHILD DEVELOPMENT | 2010年 / 81卷 / 06期

关键词：

INDIVIDUAL-DIFFERENCES; PRESCHOOLERS TALK; FALSE BELIEF; OLD-AGE; COMPREHENSION; EMOTION; LANGUAGE; AWARENESS; CONVERSATIONS; DISTINCTION;

D O I：

10.1111/j.1467-8624.2010.01516.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and by investigating older children (N = 71, mean ages = 10 years at Time 1 and 11 years at Time 2) for mental state knowledge, metaknowledge about reading, and VA. Results showed a significant relation between early cognitive (but not emotion) mental state knowledge and later metaknowledge about reading, controlling for VA. Results suggest close links between different aspects of children's knowledge about the mind.

引用

页码：1876 / 1893

页数：18

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