Longitudinal Effects of Preschool Theory of Mind on Cognitive and Social Competencies in Elementary School

学前心理理论对小学认知和社会能力的纵向影响

• 批准号: 22810728
• 负责人: Professorin Dr. Beate Sodian
• 金额: --
• 依托单位: Department Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2006
• 资助国家: 德国
• 起止时间: 2005-12-31 至 2018-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/22810728?language=en
• 关键词: Longitudinal; Effects; Preschool; Theory; Mind

The project is the conclusion of a longitudinal study of social-cognitive development from infancy to elementary school age. The aim of the present, final project phase is the prediction of cognitive and social competencies in elementary school from individual differences in Theory of Mind and metacognition in preschool age. Academic and social developmental outcomes will be assessed by tests and rating scales in N=130 8-year-old children, of whom n=76 participated in the study since their early childhood and n=54 since they were 4 years old. A battery of tasks assessing Theory of Mind, metacognition and moral understanding, as well as control measures, will be used to predict school related developmental outcomes, and, at the same time, to provide outcome measures for the longitudinal investigation of the central competence domains. The study of individual development will be complemented by the exploration of the effects of social interaction on the development of the target competencies. The longitudinal design and the rich database which has been collected in the previous phases of the project will allow for a genuinely developmental perspective: Since a close, theoretically guided correspondence was chosen between the measures used at different ages in order to address the issue of conceptual continuity in the mental domain, it will be possible to eventually not only investigate precursor- and outcome relations, but also to discover mediating and moderating effects. The study will contribute equally to a better understanding of conceptual development, as well as to the prediction of success in school from measures of (social) cognitive development in preschool age and in infancy.

该项目是对从婴儿期到小学年龄的社会认知发展的纵向研究的结论。目前项目最后阶段的目标是根据学龄前儿童心理理论和元认知的个体差异来预测小学的认知和社交能力。学业和社会发展成果将通过 N=130 名 8 岁儿童的测试和评分量表进行评估，其中 n=76 人从幼儿期开始参与研究，n=54 人从 4 岁起就参与研究。一系列评估心智理论、元认知和道德理解以及控制措施的任务将用于预测学校相关的发展成果，同时为核心能力领域的纵向调查提供成果衡量标准。对个体发展的研究将通过探索社会互动对目标能力发展的影响来补充。项目前几个阶段收集的纵向设计和丰富的数据库将提供真正的发展视角：由于在不同年龄段使用的措施之间选择了密切的、理论上指导的对应关系，以解决概念问题在心理领域的连续性中，最终不仅可以研究前兆和结果的关系，而且可以发现中介和调节效应。这项研究将同样有助于更好地理解概念发展，以及通过学龄前和婴儿期（社会）认知发展的衡量来预测在学校的成功。

项目成果

No links between genetic variation and developing theory of mind: A preregistered replication attempt of candidate gene studies.

• DOI: 10.1111/desc.13100
• 发表时间: 2021-03
• 期刊: Developmental science
• 影响因子: 3.7
• 作者: Timm Opitz;Tobias Schuwerk;M. Paulus;Daniela Kloo;Christopher Osterhaus;K. Lesch;B. Sodian

Maternal cognition talk in the mother-toddler dyad mediates the influence of early maternal emotional availability on preschoolers' belief reasoning

母婴二人组中母亲的认知谈话介导了早期母亲情感可用性对学龄前儿童信念推理的影响

• DOI: 10.1111/sode.12301
• 发表时间: 2018
• 期刊: Social Development
• 影响因子: 2
• 作者: Kristen-Antonow;Licata-Dandel;Müller;Sodian
• 通讯作者: Sodian

Understanding of Goals, Beliefs, and Desires Predicts Morally Relevant Theory of Mind: A Longitudinal Investigation.

• DOI: 10.1111/cdev.12533
• 发表时间: 2016-07
• 期刊: Child development
• 影响因子: 4.6
• 作者: B. Sodian;Maria Licata;Susanne Kristen-Antonow;M. Paulus;M. Killen;A. Woodward

The developmental stability of inhibition from 2 to 5 years

2~5年抑制发育稳定性

• DOI: 10.1111/bjdp.12197
• 发表时间: 2017
• 期刊: British Journal of Developmental Psychology
• 影响因子: 2.3
• 作者: Sodian

How Does Children’s Theory of Mind Become Explicit? A Review of Longitudinal Findings

儿童心理理论如何变得明确？

• DOI: 10.1111/cdep.12381
• 发表时间: 2020
• 期刊: Child Development Perspectives
• 影响因子: 6.4
• 作者: Sodian;Kristen‐Antonow
• 通讯作者: Kristen‐Antonow