|
|
补语句法在4至5岁儿童一级错误信念理解中的特定作用
|
Abstract:
目标：考察补语句法在4至5岁儿童一级错误信念理解中的特定作用。方法：本研究选取深圳市一所幼儿园的84名儿童，评估了其词汇能力、补语句法理解、执行功能(工作记忆、抑制控制和认知灵活性)以及一级错误信念理解能力。结果：相关性分析显示，词汇、执行功能和补语句法均与一级错误信念显著相关。回归分析显示，在控制了年龄和词汇后，补语句法对一级错误信念有显著预测作用。即使将执行功能纳入回归模型后，补语句法仍能显著预测一级错误信念(p = 0.003)。结论：补语句法在4至5岁儿童的一级错误信念理解中有显著特定作用，且该作用不受执行功能的影响。本研究结果进一步证实了补语句法在儿童心理理论发展中的重要性。
Objective: To examine the unique role of sentential complementation in 4- to 5-year-olds’ first-order false belief understanding. Methods: This study included 84 children from a kindergarten in Shenzhen, and assessed their vocabulary ability, sentential complementation, executive functions (working memory, inhibitory control and cognitive flexibility), and first-order false belief understanding. Results: Correlation analysis revealed that age, vocabulary, executive function and sentential complementation significantly correlated with first-order false belief understanding. Regression analyses showed that sentential complementation significantly predicted first-order false belief when controlling for age and vocabulary ability, and this significant effect remains even after executive functions were entered in the regression model (p = 0.003). Conclusions: Sentential complementation plays a significant unique role in 4- to 5-year-old children’s first-order false belief understanding, and this role is not influenced by executive functions. These findings further support the importance of sentential complementation in children’s theory of mind development.
| [1] | 丁芳, 李其维(2005). 幼儿心理理论与执行功能关系的研究. 心理科学, 28(3), 544-549. |
| [2] | 莫书亮, 苏彦捷(2009). 3-4岁儿童的错误信念理解: 补语句法, 语义理解和工作记忆的作用. 心理发展与教育, 25(3), 15-19. |
| [3] | 桑标, 缪小春(1990). 皮博迪图片词汇测验修订版(PPVT-R)上海市区使用常模的修订. 心理科学, 14(5), 20-25. |
| [4] | 王益文, 张文新(2002). 3-6岁儿童“心理理论”的发展. 心理发展与教育, 18(1), 11-15. |
| [5] | 魏勇刚, 吴睿明, 李红, 冯廷勇, Zelazo, P.D. (2005). 抑制性控制在幼儿执行功能与心理理论中的作用. 心理学报, 37(5), 598-605. |
| [6] | 张丽锦, 吴南(2010). 4、5岁儿童一般语言能力和心理理论关系的纵向研究. 心理学报, 42(12), 1166-1174. |
| [7] | 张丽锦, 吴南, 郑砚(2008). 不同形式的语言介入对汉语儿童心理理论发展的干预. 心理学报, 40(7), 819-827. |
| [8] | 张云秋, 彭鹏程, 晁代金(2024). 普通话儿童句法发展的里程碑. 语言战略研究, 9(4), 45-58. |
| [9] | Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of Complementation. Journal of Child Language, 16, 101-120. https://doi.org/10.1017/s0305000900013465 |
| [10] | Bruce, M., & Bell, M. A. (2022). Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations across Early Childhood. Human Development, 66, 167-187. https://doi.org/10.1159/000524964 |
| [11] | Carlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The Relation between Executive Function and Theory of Mind Is More than Skin Deep. Journal of Cognition and Development, 16, 186-197. https://doi.org/10.1080/15248372.2013.824883 |
| [12] | Cheung, H. (2006). False Belief and Language Comprehension in Cantonese-Speaking Children. Journal of Experimental Child Psychology, 95, 79-98. https://doi.org/10.1016/j.jecp.2006.05.002 |
| [13] | Cheung, H., Chen, H., & Yeung, W. (2009). Relations between Mental Verb and False Belief Understanding in Cantonese-Speaking Children. Journal of Experimental Child Psychology, 104, 141-155. https://doi.org/10.1016/j.jecp.2009.05.004 |
| [14] | Cheung, H., Hsuan‐Chih, C., Creed, N., Ng, L., Ping Wang, S., & Mo, L. (2004). Relative Roles of General and Complementation Language in Theory‐of‐Mind Development: Evidence from Cantonese and English. Child Development, 75, 1155-1170. https://doi.org/10.1111/j.1467-8624.2004.00731.x |
| [15] | Chor, W. (2018). Sentence Final Particles as Epistemic Modulators in Cantonese Conversations: A Discourse-Pragmatic Perspective. Journal of Pragmatics, 129, 34-47. https://doi.org/10.1016/j.pragma.2018.03.008 |
| [16] | Davis, H. L., & Pratt, C. (1995). The Development of Children’s Theory of Mind: The Working Memory Explanation. Australian Journal of Psychology, 47, 25-31. https://doi.org/10.1080/00049539508258765 |
| [17] | de Villiers, J. G. (2000). Language and Theory of Mind: What Are the Developmental Relationships? In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding Other Minds: Perspectives from Developmental Cognitive Neuroscience (2nd ed., pp. 83-123). Oxford University Press. https://doi.org/10.1093/oso/9780198524465.003.0005 |
| [18] | de Villiers, J. G., & Pyers, J. E. (2002). Complements to Cognition: A Longitudinal Study of the Relationship between Complex Syntax and False-Belief-Understanding. Cognitive Development, 17, 1037-1060. https://doi.org/10.1016/s0885-2014(02)00073-4 |
| [19] | Devine, R. T., & Hughes, C. (2014). Relations between False Belief Understanding and Executive Function in Early Childhood: A Meta‐Analysis. Child Development, 85, 1777-1794. https://doi.org/10.1111/cdev.12237 |
| [20] | Duh, S., Paik, J. H., Miller, P. H., Gluck, S. C., Li, H., & Himelfarb, I. (2016). Theory of Mind and Executive Function in Chinese Preschool Children. Developmental Psychology, 52, 582-591. https://doi.org/10.1037/a0040068 |
| [21] | Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive Function in Preschoolers: A Review Using an Integrative Framework. Psychological Bulletin, 134, 31-60. https://doi.org/10.1037/0033-2909.134.1.31 |
| [22] | Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The Relationship between Cognition and Action: Performance of Children 312-7 Years Old on a Stroop-Like Day-Night Test. Cognition, 53, 129-153. https://doi.org/10.1016/0010-0277(94)90068-x |
| [23] | Gopnik, A., & Astington, J. W. (1988). Children’s Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction. Child Development, 59, 26-37. https://doi.org/10.2307/1130386 |
| [24] | Hale, C. M., & Tager‐Flusberg, H. (2003). The Influence of Language on Theory of Mind: A Training Study. Developmental Science, 6, 346-359. https://doi.org/10.1111/1467-7687.00289 |
| [25] | Henning, A., Spinath, F. M., & Aschersleben, G. (2011). The Link between Preschoolers’ Executive Function and Theory of Mind and the Role of Epistemic States. Journal of Experimental Child Psychology, 108, 513-531. https://doi.org/10.1016/j.jecp.2010.10.006 |
| [26] | Jeffrey Farrar, M., Seung, H. K., & Lee, H. (2017). Language and False-Belief Task Performance in Children with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 60, 1999-2013. https://doi.org/10.1044/2017_jslhr-l-15-0422 |
| [27] | Li, H., & Leung, M. (2020). Relations between Verb Factivity and First-Order and Second-Order False Belief Understanding: Evidence from Mandarin-Speaking Typically Developing Children and Children with Autism Spectrum Disorders. Clinical Linguistics & Phonetics, 34, 185-200. https://doi.org/10.1080/02699206.2019.1628810 |
| [28] | Li, H., & Leung, M. (2024). The Roles of Language and Executive Function in Mandarin-Speaking Children’s Theory of Mind Development. Frontiers in Psychology, 15, Article ID: 1354207. https://doi.org/10.3389/fpsyg.2024.1354207 |
| [29] | Lohmann, H., & Tomasello, M. (2003). The Role of Language in the Development of False Belief Understanding: A Training Study. Child Development, 74, 1130-1144. https://doi.org/10.1111/1467-8624.00597 |
| [30] | Luke, K. K. (1990). Utterance Particles in Cantonese Conversation. John Benjamins Publishing Company. https://doi.org/10.1075/pbns.9 |
| [31] | Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and Theory of Mind: Meta‐Analysis of the Relation between Language Ability and False‐Belief Understanding. Child Development, 78, 622-646. https://doi.org/10.1111/j.1467-8624.2007.01018.x |
| [32] | Miyake, A., & Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions. Current Directions in Psychological Science, 21, 8-14. https://doi.org/10.1177/0963721411429458 |
| [33] | Mo, S., Su, Y., Sabbagh, M. A., & Xiu, J. (2014). Sentential Complements and False Belief Understanding in Chinese Mandarin-Speaking Preschoolers: A Training Study. Cognitive Development, 29, 50-61. https://doi.org/10.1016/j.cogdev.2013.11.001 |
| [34] | Premack, D., & Woodruff, G. (1978). Does the Chimpanzee Have a Theory of Mind? Behavioral and Brain Sciences, 1, 515-526. https://doi.org/10.1017/s0140525x00076512 |
| [35] | Reynell, J., & Huntley, M. (1985). Reynell Developmental Language Scales (2nd ed.). NFER-Nelson. |
| [36] | Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A. (2003). How Language Relates to Belief, Desire, and Emotion Understanding. Cognitive Development, 18, 139-158. https://doi.org/10.1016/s0885-2014(03)00002-9 |
| [37] | Siu, C. T.-S., & Cheung, H. (2022). A Longitudinal Reciprocal Relation between Theory of Mind and Language. Cognitive Development, 62, Article ID: 101176. https://doi.org/10.1016/j.cogdev.2022.101176 |
| [38] | Tardif, T., So, C. W., & Kaciroti, N. (2007). Language and False Belief: Evidence for General, Not Specific, Effects in Cantonese-Speaking Preschoolers. Developmental Psychology, 43, 318-340. https://doi.org/10.1037/0012-1649.43.2.318 |
| [39] | Wellman, H. M., Cross, D., & Watson, J. (2001). Meta‐Analysis of Theory‐of‐Mind Development: The Truth about False Belief. Child Development, 72, 655-684. https://doi.org/10.1111/1467-8624.00304 |
| [40] | Wimmer, H., & Perner, J. (1983). Beliefs about Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children’s Understanding of Deception. Cognition, 13, 103-128. https://doi.org/10.1016/0010-0277(83)90004-5 |
| [41] | Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A Method of Assessing Executive Function in Children. Nature Protocols, 1, 297-301. https://doi.org/10.1038/nprot.2006.46 |
