Impact of Teacher's Mental State Talk on Young Children's Theory of Mind: A Quasi-Experiment Study

被引：5
作者：
Wu, Jianfen [1 ]
Liu, Minmin [2 ]
Lin, Wenqi [1 ]
机构：
[1] Hangzhou Normal Univ, Sch Educ, Hangzhou, Peoples R China
[2] Hangzhou Qiantang Jiangchao Kindergarten, Hangzhou, Peoples R China
来源：
FRONTIERS IN PSYCHOLOGY | 2021年 / 12卷
关键词：
theory of mind; mental state talk; teacher-child interaction; young children; quasi-experiment; LANGUAGE; BELIEFS;
D O I：
10.3389/fpsyg.2021.668883
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
This study investigated the relationship between teachers' mental state talk and young children's theory of mind with a quasi-experiment. In total, 56 young children were assigned to the experiment group (mean(age) = 41 months, SD = 2.47, 46% girls) and the control group (mean(age) = 40.68 months, SD = 2.23, 43% girls). The experiment group was engaged in a 12-week intervention program with mental state talk in storytelling, casual conversations, and role-playing games, whereas the control group received no interventions. All the children were tested with three theory of mind (ToM) tasks before and after the intervention. The results indicated that the experimental group had a significant improvement in the ToM scores, whereas the control group showed no significant change. The educational implications of these findings are discussed.
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页数：7
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