Journal of Experimental Child Psychology最新文献_第5页

Concurrent and predictive associations between executive function and numerical skills in early childhood 幼儿期执行功能与计算技能之间的并发和预测关联。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-20 DOI: 10.1016/j.jecp.2024.106113

Jasmine R. Ernst , Michèle M.M. Mazzocco, Stephanie M. Carlson

The importance of early numerical and executive function (EF) skills is well-established, with each skill set positively and specifically predicting later mathematics achievement, income, postsecondary education, and more. Less is known, however, about the relations between EF and numerical skills. Therefore, we examined the concurrent and predictive relations between EF and numerical skills in preschoolers to third graders (N = 205; 4.67–8.75 years of age; 43.9% female; 51.2% White non-Hispanic, 18% multiracial, 6.3% Hispanic, 12.2% Black, 2% American Indian/Alaska Native, 4.9% Asian, 1% not otherwise listed). We found positive concurrent relations between EF and all six numerical skills examined: nonsymbolic magnitude comparison, verbal counting, numerical literacy, count on, non-rote counting, and numerical problem solving. There were unidirectional predictive relations between EF and four of the six numerical skills after controlling for covariates and prior performance on the skill of interest. Bidirectional relations were found only for EF and nonsymbolic magnitude comparison. We also found that the concurrent relation between EF and count on was higher for children with typical versus persistently low mathematics achievement. All other concurrent and predictive relations were similar for children with typical and persistently low mathematics achievement. Overall, these findings show that the relations between EF and numerical skills are both pervasive and nuanced, such that they vary by timing of assessments (i.e., concurrent or predictive) and numerical skill. These results can inform future theoretical models on the role of EF in numerical development and have practical implications for designing interventions targeting these skill sets in early childhood.

早期运算和执行功能（EF）技能的重要性已得到公认，每种技能都能积极而具体地预测日后的数学成绩、收入、中学后教育等。然而，人们对 EF 与计算技能之间的关系却知之甚少。因此，我们研究了学龄前儿童至三年级学生（人数=205；年龄4.67-8.75岁；43.9%为女性；51.2%为非西班牙裔白人；18%为多种族；6.3%为西班牙裔；12.2%为黑人；2%为美洲印第安人/阿拉斯加原住民；4.9%为亚裔；1%为未列名者）中的EF与计算技能之间的并发关系和预测关系。我们发现，EF 与所考察的所有六种数字技能之间均存在正并发关系：非符号大小比较、口头计数、数字识字、数数、非罗盘计数和数字问题解决。在控制了协变量和相关技能的先前表现后，EF 与六种数字技能中的四种之间存在单向预测关系。只有在 EF 和非符号大小比较中发现了双向关系。我们还发现，对于数学成绩典型的儿童和数学成绩持续低下的儿童来说，EF 和 "数数 "之间的并发关系更强。所有其他并发关系和预测关系对于数学成绩典型儿童和数学成绩持续低下儿童来说都是相似的。总之，这些研究结果表明，EF 与计算技能之间的关系既普遍又微妙，它们因评估的时间（即并发或预测）和计算技能而异。这些结果可以为未来建立关于幼儿情绪情感在运算能力发展中的作用的理论模型提供依据，并对设计针对幼儿期运算能力的干预措施具有实际意义。

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引用次数: 0

Examining methodological influences on the rhythmic priming effect: A commentary on Kim, McLaren, and Lee (2024) 研究方法对节奏引物效应的影响：对 Kim、McLaren 和 Lee（2024 年）的评论。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-18 DOI: 10.1016/j.jecp.2024.106111

Anna Fiveash , Nathalie Bedoin , Barbara Tillmann

The rhythmic priming effect (RPE) refers to improved language performance (typically grammaticality judgements) following regular rhythmic primes compared to various control conditions. This effect has been observed primarily in French, but also in English and Hungarian. However, a recent implementation by Kim, McLaren & Lee (2024), aiming to replicate the RPE in English (Chern, Tillmann, Vaughan & Gordon, 2018), was not successful, inviting a discussion about the conditions under which the RPE could be observed. We here discuss features of Kim et al.’s (2024) implementation that might have reduced the probability of observing the RPE. Compared to Chern et al. (2018), and numerous other studies reporting the RPE, additional delays after the primes and before each sentence were introduced by Kim et al. (2024). This change might have limited beneficial prime effects, which persist, but decay over time. Further, their instruction to “relax and have some rest” might have reduced attentive processing of the primes and related entrainment. Finally, their sample was small (n =16 per experiment) and with a large age range for investigating typically developing children (7-12y), potentially reducing experimental effects due to development-related individual variations. These methodological changes and sample characteristics are discussed in relation to previous research on the RPE, and entrainment in general. This discussion prompts the need for future research to investigate conditions leading to the RPE, with the aim to shed light on underlying mechanisms. Better understanding the RPE will be critical for the use of rhythmic priming within clinical and educational settings.

节奏引物效应（RPE）是指与各种对照条件相比，有规律的节奏引物会提高语言成绩（通常是语法判断）。这种效应主要是在法语中观察到的，但也在英语和匈牙利语中观察到。然而，Kim、McLaren 和 Lee（2024 年）最近实施的一项旨在在英语中复制 RPE 的研究（Chern、Tillmann、Vaughan 和 Gordon，2018 年）并不成功，从而引发了关于在何种条件下可以观察到 RPE 的讨论。我们在此讨论 Kim 等人（2024 年）实施方案的特点，这些特点可能会降低观察到 RPE 的概率。与 Chern 等人（2018 年）以及其他许多报告 RPE 的研究相比，Kim 等人（2024 年）在素材之后和每个句子之前引入了额外的延迟。这种变化可能限制了有益的原语效应，因为这种效应会持续存在，但随着时间的推移会逐渐减弱。此外，他们关于 "放松并休息一下 "的指示可能会减少对原语和相关诱导的专注处理。最后，他们的样本较小（每次实验的样本数为 16 人），而且调查的典型发育儿童的年龄范围较大（7-12 岁），这可能会减少因发育相关的个体差异而产生的实验效果。这些方法上的变化和样本特征将结合以往有关 RPE 和一般诱导的研究进行讨论。这些讨论表明，未来的研究需要对导致 RPE 的条件进行调查，目的是揭示其背后的机制。更好地了解 RPE 对在临床和教育环境中使用节奏引物至关重要。

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引用次数: 0

Parenting relationships as a moderator of how socioeconomic status and household chaos relate to children’s cognitive and socioemotional skills 父母关系是社会经济地位和家庭混乱与儿童认知和社会情感技能之间关系的调节因素。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-16 DOI: 10.1016/j.jecp.2024.106123

S. Alexa McDorman , Morgan A. Gilmer , Victoria A. Terry , Ellie K. Taylor-Robinette , John D. Gabrieli , Rachel R. Romeo

Low socioeconomic status (SES) and high household chaos are adverse childhood experiences (ACEs) that increase the risk of worse executive functioning (EF) and socioemotional (SE) development. EF and SE skills are foundational for lifelong success, but less is known about how positive childhood experiences (PCEs) such as parenting relationships may buffer the impact of ACEs on these important skills. This study examined how SES and household chaos related to EF and SE skills within the context of varying parenting relationships among a sample of 83 socioeconomically and racially/ethnically diverse 4- to 7-year-old children in the urban United States. SES was associated with children’s lab-based EF, but not survey-based EF or SE skills. Household chaos was related to children’s SE skills, with evidence of full mediation through parenting relationships, but was not related to children’s EF. Although we found evidence of moderation, none of the interactions was in the expected direction. Thus, this study failed to find evidence of parenting relationships as a PCE protective against risk from SES and household chaos for children’s EF and SE skills. However, parenting relationships were more strongly related to children’s survey EF and SE skills than either ACE, indicating the importance of fostering parenting relationships for children’s SE development across risk levels. Results increase our understanding of how positive and adverse childhood experiences relate to child development in a diverse sample and have implications for measurement approaches and family policy.

社会经济地位低（SES）和家庭混乱是童年的不良经历（ACE），会增加执行功能（EF）和社会情感（SE）发展变差的风险。执行功能和社会情感技能是终生成功的基础，但人们对父母关系等积极的童年经历（PCEs）如何缓冲ACEs对这些重要技能的影响知之甚少。本研究以美国城市地区 83 名社会经济和种族/民族多元化的 4 至 7 岁儿童为样本，研究了在不同的亲子关系背景下，社会经济地位（SES）和家庭混乱与 EF 和 SE 技能的关系。社会经济地位与儿童的实验室测得的EF相关，但与调查测得的EF或SE技能无关。家庭混乱与儿童的自我教育技能有关，有证据表明通过父母关系可以完全调节，但与儿童的EF无关。虽然我们发现了调节的证据，但没有一个交互作用是朝着预期的方向发展的。因此，本研究未能发现证据表明亲子关系作为一种 PCE 对儿童的 EF 和 SE 技能具有保护作用，可抵御来自社会经济地位和家庭混乱的风险。然而，与ACE相比，亲子关系与儿童的EF和SE技能调查有更密切的关系，这表明在不同风险水平下，培养亲子关系对儿童的SE发展非常重要。研究结果加深了我们对不同样本中积极和不良童年经历与儿童发展之间关系的理解，并对测量方法和家庭政策产生了影响。

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引用次数: 0

Spontaneous focus on numerosity in parents of preschoolers: Is it related to the math input they provide? 学龄前儿童家长对计算能力的自发关注：这与他们提供的数学输入有关吗？

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-14 DOI: 10.1016/j.jecp.2024.106121

Linxi Lu , Marina Vasilyeva , Elida V. Laski

There is substantial variability among parents in the amount of math input they provide at home, which is related to differences in children’s early math knowledge. The current study examined whether parents’ spontaneous focus on numerosity (SFON) predicts the math input they provide at home—in terms of both their math talk and frequency of math activities. Parents (N = 124) from diverse socioeconomic backgrounds in China were presented with a SFON picture task. Unique to the current investigation, two conditions were used to determine SFON. The conditions differed only in the hypothetical conversational partner: an adult-oriented condition and a child-oriented condition. No effect of SFON was found for math activities, but there was an effect on math talk; child-oriented SFON, but not adult-oriented SFON, predicted the amount and diversity of math talk parents produced during play interactions. Furthermore, parents’ education was associated with their SFON and its relation to math talk. Parents with more advanced education had greater SFON scores than those with lower education. Importantly, the positive relation between parents’ SFON and their math talk was moderated by socioeconomic status (SES), such that the effect was primarily driven by low-SES parents. Together, the findings suggest that SFON may be a promising construct in the study of parent math input, but parents’ SES and the nature of the SFON task must be taken into consideration.

父母在家中提供的数学输入量存在很大差异，这与儿童早期数学知识的差异有关。本研究探讨了父母对数字的自发关注（SFON）是否会预测他们在家中提供的数学投入--包括他们的数学谈话和数学活动的频率。研究人员向来自中国不同社会经济背景的家长（124 人）布置了一个自发关注数字的图片任务。本次调查采用了两种独特的条件来确定 "自学能力"。这两种条件仅在假定的对话伙伴上有所不同：一种是以成人为导向的条件，另一种是以儿童为导向的条件。在数学活动中没有发现SFON的影响，但在数学谈话中发现了SFON的影响；儿童导向的SFON，而非成人导向的SFON，预测了父母在游戏互动中数学谈话的数量和多样性。此外，家长的教育程度也与他们的自立教育网及其与数学交谈的关系有关。教育程度较高的家长比教育程度较低的家长有更高的 SFON 得分。重要的是，家长的自学能力与数学交谈之间的正相关关系受到社会经济地位（SES）的调节，因此这种效应主要是由低社会经济地位的家长所驱动的。总之，研究结果表明，在研究家长的数学投入时，SFON 可能是一个很有前途的建构，但必须考虑家长的社会经济地位和 SFON 任务的性质。

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引用次数: 0

Smiling, face covering, and rhythmic body rocking in children who cheat versus do not cheat 作弊与不作弊儿童的微笑、捂脸和有节奏的身体摇摆。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-12 DOI: 10.1016/j.jecp.2024.106119

Liyuzhi D. Dong , Kanza Batool , Catherine Ann Cameron , Kang Lee

Cheating is the behavioral realization of immoral decisions. It is a dynamic process that does not begin or end on the enactment of cheating. However, little research has closely looked at the behavioral dynamics of the cheating process. The current study analyzed smiling, face covering, and rhythmic body rocking among 4- to 7-year-old children (N = 120) who participated in a challenging math test. We compared these target expressive behaviors from baseline practice trials to the critical test trial. Compared with children who did not cheat, we found that those who cheated were more likely to display smiling during the critical test trial, and those who cheated were more likely to cover their faces throughout the experiment even before they had the opportunity to cheat. Rhythmic body rocking did not differ between cheating and non-cheating children. The study identified behavioral differences between children who cheated and those who did not cheat, laying the groundwork for understanding children’s cheating behaviors from the lens of behavioral dynamics. It also suggests that with further research there might be some potential for distinguishing between these groups based on behavioral cues.

作弊是不道德决定的行为实现。它是一个动态的过程，并不因作弊行为的发生而开始或结束。然而，很少有研究仔细观察作弊过程的行为动态。本研究分析了参加高难度数学测试的 4 至 7 岁儿童（120 人）的微笑、捂脸和有节奏的身体摇摆等行为。我们将这些目标表达行为从基线练习试验到关键测试试验进行了比较。我们发现，与没有作弊的儿童相比，作弊的儿童更有可能在关键测试试验中表现出微笑，而作弊的儿童则更有可能在整个试验过程中，甚至在有机会作弊之前就遮住自己的脸。有节奏的身体摇摆在作弊儿童和非作弊儿童之间没有差异。这项研究发现了作弊和不作弊儿童之间的行为差异，为从行为动力学的角度理解儿童的作弊行为奠定了基础。研究还表明，通过进一步研究，有可能根据行为线索来区分这些群体。

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引用次数: 0

Longitudinal predictors of self-derivation through memory integration—A mechanism of knowledge accumulation 通过记忆整合自我激励的纵向预测因素--知识积累的机制。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-12 DOI: 10.1016/j.jecp.2024.106120

Patricia J. Bauer , Katherine A. Lee , Jessica A. Dugan , Lucy M. Cronin-Golomb

Knowledge accumulates through direct instruction and as a consequence of productive memory processes. We report a longitudinal investigation of correlates of the specific productive process of self-derivation through memory integration, targeted because it is a compelling model of accumulation of semantic information. We sampled 148 children aged 8 to 12 years at enrollment. At each of two waves 1 year apart, children were tested on self-derivation through integration and on a battery of potential predictors thereof: cognitive abilities (recall of directly taught facts, verbal comprehension, visualization, visual–auditory learning, and working memory), educational experiences, and family socioeconomic status. Age-related variability was eclipsed by relatively stable individual variability. In both concurrent and longitudinal models, the only significant predictor of self-derivation was recall of directly taught facts. Together with prior research, the results suggest that self-derivation of new knowledge through integration is an individual trait not subsumed by general verbal and spatial skills.

知识是通过直接教学积累起来的，也是生产性记忆过程的结果。我们报告了一项对通过记忆整合进行自我激励这一特定生产性过程相关因素的纵向调查，因为它是语义信息积累的一个令人信服的模型。我们对 148 名 8 至 12 岁的儿童进行了抽样调查。在相隔 1 年的两轮测试中，我们分别对儿童进行了通过整合进行自我激励的测试，并对其潜在的预测因素进行了一系列测试：认知能力（直接传授事实的回忆、言语理解、视觉化、视听学习和工作记忆）、教育经历和家庭社会经济状况。与年龄相关的变异性被相对稳定的个体变异性所掩盖。在并行和纵向模型中，自我激励的唯一重要预测因素是对直接教授的事实的回忆。结合之前的研究，这些结果表明，通过整合来自我激励新知识是一种个体特质，并不包含在一般的语言和空间技能中。

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引用次数: 0

Is biology destiny? The coherence of children’s beliefs about physical and psychological traits 生物学是命中注定的吗？儿童对生理和心理特征信念的一致性。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-08 DOI: 10.1016/j.jecp.2024.106108

Léa Tân Combette, Deborah Kelemen

In adults, biological causes are commonly associated with immutability. However, it remains unclear when during their development children coherently connect these ideas in relation to reasoning about physical and mental traits and whether children reason differently by domain. Understanding this is relevant to illuminating children’s conceptions about the body versus the mind. Prior work has suggested that a more sophisticated differentiated understanding of psychological traits may begin to emerge around 8 years of age. In Study 1a, therefore, we examined U.S. third graders’ reasoning about the inheritance and malleability of physical and mental traits and whether their ideas coherently covary within each domain. In Study 1b, we further investigated the robustness of this differentiated understanding by exploring whether participating in a curriculum that presented simplified information about physical traits affected thinking about mental traits. Results reveal that third graders display robust coherence in their reasoning about trait inheritance and malleability. Children consistently judged physical traits as more inherited and less malleable than mental traits, with children’s ideas about inheritability and malleability showing consistent connections within each domain. Moreover, exposure to science teaching about physical traits did not alter children’s perception that mental traits are less inherited and more malleable. By 8 years of age, therefore, children clearly distinguish body from mind in theoretically coherent ways. Nevertheless, the covariance between beliefs about inheritability and immutability should provoke caution when talking to children about parent–child resemblances in capacities like intelligence lest some children infer that their abilities cannot be improved through effort.

在成人中，生物原因通常与不变性联系在一起。然而，儿童在成长过程中何时会将这些想法与身体和心理特征的推理联系起来，以及儿童是否会因领域不同而推理不同，这些问题仍不清楚。了解这一点对阐明儿童关于身体和心理的概念具有重要意义。先前的研究表明，儿童在 8 岁左右可能开始对心理特征有更复杂的分化理解。因此，在研究 1a 中，我们考察了美国三年级学生对身体和心理特征的遗传性和可塑性的推理，以及他们在每个领域中的想法是否连贯一致。在研究 1b 中，我们进一步研究了这种差异化理解的稳健性，探讨了参与提供生理特征简化信息的课程是否会影响对心理特征的思考。结果显示，三年级学生在推理特质的遗传性和可塑性时表现出了很强的连贯性。与心理特征相比，孩子们一致认为物理特征的遗传性更强，可塑性更弱，而且孩子们关于可遗传性和可塑性的想法在每个领域中都表现出一致的联系。此外，接触有关物理特征的科学教学并没有改变儿童对心理特征的遗传性和可塑性较低的看法。因此，到 8 岁时，儿童已能以理论上一致的方式清楚地区分身体和心理。尽管如此，在与儿童谈论智力等能力方面的亲子相似性时，关于可遗传性和不可改变性的信念之间的共变性应引起警惕，以免一些儿童推断出他们的能力无法通过努力得到提高。

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引用次数: 0

Cross-linguistic relations of morphological awareness between Korean and English to language and reading skills for Korean adolescents 韩语和英语形态意识与韩国青少年语言和阅读能力的跨语言关系。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-07 DOI: 10.1016/j.jecp.2024.106118

Joong won Lee , Young-Suk Grace Kim

In this study, we explored the cross-linguistic association of morphological awareness, vocabulary, word reading, and reading comprehension between Korean and English for Korean-speaking adolescents who learn English as a foreign language. One hundred twenty-one Korean Grade 7 students were assessed on morphological awareness, vocabulary, word reading, and reading comprehension in Korean and English. Confirmatory factor analysis showed that morphological awareness in Korean and English is best described by language—Korean and English, not a single factor across languages or factors by the type of morphology (inflection, derivation, or compound). Structural equation modeling showed that morphological awareness directly predicted reading comprehension both in Korean and English over and above vocabulary and word reading. There was also a cross-linguistic relation between Korean and English for morphological awareness, vocabulary, word reading, and reading comprehension. Furthermore, Korean morphological awareness predicted English reading comprehension via Korean reading comprehension and English morphological awareness. These findings shed light on the importance of L1 morphological awareness in L1 and L2 reading development.

本研究探讨了将英语作为外语学习的韩语青少年在韩语和英语之间的形态认知、词汇、单词阅读和阅读理解的跨语言关联。研究对 121 名韩国七年级学生进行了韩语和英语的形态认知、词汇、单词阅读和阅读理解能力评估。确认性因素分析表明，韩语和英语中的形态意识最好由语言--韩语和英语--来描述，而不是由跨语言的单一因素或由形态类型（词缀、派生词或复合词）来描述。结构方程模型显示，形态意识直接预测韩语和英语的阅读理解能力，高于词汇和单词阅读能力。韩语和英语在形态认知、词汇、单词阅读和阅读理解方面也存在跨语言关系。此外，韩语形态认知通过韩语阅读理解和英语形态认知预测英语阅读理解。这些发现揭示了 L1 词形意识在 L1 和 L2 阅读发展中的重要性。

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引用次数: 0

Social status is related to children’s responses to third-person inequalities 社会地位与儿童对第三人称不平等的反应有关。

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-07 DOI: 10.1016/j.jecp.2024.106117

Tim Wei-Ting Chao, Junyi Mei, Michael T. Rizzo

The current study investigated how children’s experiences with advantaged or disadvantaged status within one inequality influence their responses to other inequalities that they are neither advantaged nor disadvantaged by. Children (N = 161; 3–8 years of age; 80 girls and 81 boys; sampling population: 70% White, 16% African American, 10% Latine, and 4% Asian American; middle-income families) were first randomly assigned to an advantaged or disadvantaged status within a first-person, gender-based inequality and were then assessed on their allocations of new resources and judgments of rectifying, equal, and perpetuating allocations in response to a separate third-person, economic-based inequality between two other recipients. We found that children who were advantaged by the first-person inequality were less likely to rectify the third-person inequality, especially if they focused on the advantaged recipient’s perspective when reasoning about their allocation. Younger advantaged children were also less likely to judge rectifying the third-party inequality as fair. Taken together, these results demonstrate how children’s experiences with inequalities inform their responses to other third-person inequalities and conceptions of fairness more broadly.

本研究调查了儿童在一种不平等中处于优势或劣势地位的经历如何影响他们对既不处于优势也不处于劣势的其他不平等的反应。儿童（N = 161；3-8 岁；80 名女孩和 81 名男孩；抽样人群：70%为白人，16%为非洲裔美国人，10%为拉丁裔美国人，4%为亚裔美国人；中等收入家庭）首先被随机分配到第一人称、基于性别的不平等中的优势或劣势地位，然后评估他们对新资源的分配以及对纠正、平等和延续分配的判断，以应对另外两个受助人之间的第三人称、基于经济的不平等。我们发现，在第一人称不平等中处于有利地位的儿童不太可能纠正第三人称不平等，尤其是当他们在推理其分配时侧重于处于有利地位的接受者的角度时。年龄较小的弱势儿童也不太可能认为纠正第三方不平等是公平的。总之，这些结果表明了儿童在不平等中的经历如何影响他们对其他第三者不平等的反应以及更广泛的公平概念。

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引用次数: 0

The wind in the willows effect: Does age affect human versus animal faux pas recognition? 风吹杨柳效应年龄是否会影响人类与动物的假动作识别？

IF 1.8 2区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Journal of Experimental Child Psychology

Pub Date : 2024-11-02 DOI: 10.1016/j.jecp.2024.106116

Gray Atherton , Lucy Robinson , Lucie Guy Smith , Liam Cross

Children’s literature is rife with anthropomorphic or non-human characters that may be used as a scaffold to teach children about theory of mind (ToM) or the ways in which people think or feel about the social world. In this study, 107 typically developing U.K. school children in Years 1, 3, and 5 (5–10 years of age) completed a human and anthropomorphic ToM test that tested their understanding of faux pas. Specifically, children from these three age groups were given a human version of 20 faux pas stories and an identical animal version of the same stories 1 week apart (with counterbalancing between classes). Pairwise comparison showed that participants in Year 1 did significantly better on the animal ToM test compared with the human ToM test, matching ToM scores of children in Year 3. On the human version of the task, there was a clear progression in age-related ToM abilities, with older children outperforming younger children and improving when the stories were human rather than anthropomorphic. Implications and future directions are discussed, in line with theories of species specialization and the importance of anthropomorphism for children.

儿童文学作品中不乏拟人化或非人化的角色，这些角色可以作为向儿童传授心智理论（ToM）或人们对社会世界的思考或感受方式的支架。在这项研究中，107 名发育正常的英国一年级、三年级和五年级（5-10 岁）学童完成了一项人类和拟人化心智测试，以测试他们对假冒行为的理解。具体来说，这三个年龄组的儿童在相隔一周的时间内分别接受了人类版本和动物版本的 20 个 "装腔作势 "故事（班级之间进行平衡）。配对比较结果显示，与人类 ToM 测试相比，一年级学生在动物 ToM 测试中的表现明显更好，与三年级学生的 ToM 分数相当。在人类版本的任务中，与年龄相关的 ToM 能力有明显的进步，年龄较大的儿童比年龄较小的儿童表现更好，而且当故事是人类而不是拟人化时，他们的 ToM 能力也会提高。根据物种特化理论和拟人化对儿童的重要性，讨论了影响和未来方向。

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引用次数: 0