The development of theory of mind: predictors and moderators of improvement in kindergarten

被引：20

作者：

Brock, Laura L. ^{[1
]}

Kim, Helyn ^{[2
]}

Gutshall, Claire C. ^{[1
]}

Grissmer, David W. ^{[2
]}

机构：

[1] Coll Charleston, Dept Teacher Educ, 66 George St, Charleston, SC 29424 USA

[2] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA USA

来源：

EARLY CHILD DEVELOPMENT AND CARE | 2019年 / 189卷 / 12期

基金：

美国国家科学基金会;

关键词：

Theory of mind; expressive language; executive function; emotion knowledge; EXECUTIVE FUNCTION; EMOTION KNOWLEDGE; INDIVIDUAL-DIFFERENCES; INHIBITORY CONTROL; CHILDRENS; LANGUAGE; ASSOCIATIONS; METAANALYSIS; CHILDHOOD; PRESCHOOL;

D O I：

10.1080/03004430.2017.1423481

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. In a sample of 354 children from low-income households, theory of mind and foundational skills were directly assessed before and after kindergarten. Results indicate emotion knowledge, inhibitory control, and expressive language predicted improvement in theory of mind. Expressive language also served as a moderator such that children with low expressive language failed to improve in theory of mind regardless of initial theory of mind performance.

引用

页码：1914 / 1924

页数：11

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