THEORY OF MIND DEVELOPMENT AND SOCIAL UNDERSTANDING

被引：300

作者：

ASTINGTON, JW

JENKINS, JM

机构：

[1] Institute of Child Study, University of Toronto

来源：

COGNITION & EMOTION | 1995年 / 9卷 / 2-3期

基金：

加拿大自然科学与工程研究理事会;

关键词：

D O I：

10.1080/02699939508409006

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

A cross-sectional, correlational study of 30 children, 3 to 5 years old, investigated relations between their theory of mind development and social interaction, controlling for age and general language ability. Children's overall performance on 4 standard false belief tasks was associated with their production of joint proposals and explicit role assignments during a 10 minute session of pretend play. False belief task performance was not associated with the child's total amount of pretend play or with a measure of empathic concern. We discuss the significance of an association between a laboratory measure of theory of mind development and children's behaviour observed in a naturalistic setting. We argue that the description and explanation of children's theory of mind and social understanding is best pursued through the combined efforts of experimenters and ethologists.

引用

页码：151 / 165

页数：15

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