父母的心理状态语言与儿童性别:对发展证据的范围审查。

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL British Journal of Developmental Psychology Pub Date : 2024-06-06 DOI:10.1111/bjdp.12502
Callyn Farrell, Ellen Sanderson, Aisling Mulvihill, Michael Thai, Virginia Slaughter
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引用次数: 0

摘要

心理状态语言(MSL)是儿童了解自己的社会世界和社会地位的重要机制。以往的研究表明,父母可能会根据孩子的性别对孩子使用不同的心理状态语言。然而,研究结果并不一致。本范围综述探讨了父母在使用 MSL 时因儿童性别而产生的差异的一致性,同时还探讨了可能有助于深入了解这些差异的方法学变量。在对所纳入的 27 项研究进行回顾的基础上,12 项研究发现儿童性别与父母的 MSL 之间存在显著关系,而其余研究则没有发现这种关系。所纳入的研究采用了一系列方法来激发 MSL。本范围综述使研究人员和从业人员能够对儿童性别与父母 MSL 之间关系的假设进行反思。此外,我们呼吁今后在从发展的角度研究这些关联时,应使用多样化的知情方法。
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Parents' mental state language and child gender: A scoping review of developmental evidence.

Mental state language (MSL) is an important mechanism through which children learn about their social world and place within it. Previous research has suggested that parents may use MSL differently towards children based on their child's gender. However, findings are inconsistent. This scoping review explores the consistency of reported differences in parents' MSL use as a function of children's gender while exploring the methodological variables that may provide insights into these differences. Based on a review of the 27 studies included, 12 found a significant relationship between child gender and parents' MSL, while the remaining did not. The included studies used a range of methodological approaches to elicit MSL. This scoping review allows researchers and practitioners to reflect upon assumptions regarding the associations between child gender and parents' MSL. Further, we call for the use of diverse and informed approaches when studying these associations from a developmental perspective in the future.

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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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