Theory of Mind and Executive Function in Chinese Preschool Children

Autor/inn/en	Duh, Shinchieh; Paik, Jae H.; Miller, Patricia H.; Gluck, Stephanie C.; Li, Hui; Himelfarb, Igor
Titel	Theory of Mind and Executive Function in Chinese Preschool Children
Quelle	In: Developmental Psychology, 52 (2016) 4, S.582-591 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0040068
Schlagwörter	Theory of Mind; Cross Cultural Studies; Prediction; Executive Function; Preschool Children; Child Development; Short Term Memory; Conflict; Foreign Countries; Task Analysis; Cultural Differences; Measures (Individuals); Item Analysis; Correlation; Statistical Analysis; Asians; Multivariate Analysis; China + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Kurzzeitgedächtnis; Konflikt; Ausland; Aufgabenanalyse; Kultureller Unterschied; Messdaten; Itemanalyse; Korrelation; Statistische Analyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Multivariate Analyse
Abstract	Cross-cultural research on children's theory of mind (ToM) understanding has raised questions about its developmental sequence and relationship with executive function (EF). The current study examined how ToM develops (using the tasks from Wellman & Liu, 2004) in relation to 2 EF skills (conflict inhibition, working memory) in 997 Chinese preschoolers (ages 3, 4, 5) in Chengdu, China. Compared with prior research with other Chinese and non-Chinese children, some general patterns in development were replicated in this sample. However, the children showed culture-specific reversals in the developmental sequence of ToM. For example, Chengdu children performed differently on the 2 false-belief tasks that were thought to be equivalent. Furthermore, conflict inhibition as well as working memory uniquely predicted ToM performance. We discuss the issues of ToM development as they relate to test items and cross-cultural--and subcultural--differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01