The Role of Language in Early Theory of Mind Development

语言在早期心理理论发展中的作用

• 批准号: 277144529
• 负责人: Professorin Dr. Beate Sodian
• 金额: --
• 依托单位: Max-Planck-Institut für Kognitions- und Neurowissenschaften
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/277144529?language=en
• 关键词: Role; Language; Early; Theory; Mind

The role of language in Theory of Mind development is investigated in a combined longitudinal and training study. N=150 children have been recruited and tested at 24 and 27 months of age in Phase 1, while testing at 33 and 36 months is ongoing. From this sample, two groups of N=40 children each are being trained in 14 microgenetic training sessions between the ages of 33 and 36 months with mental state language input or complement syntax input. In phase 2, an additional active control group of N=40 children will receive an unspecific (puzzle solving) training. Implicit and explicit Theory of Mind abilities, action understanding, language (mental state language, syntactic skills, narratives), executive functions and IQ will be assessed as outcome measures at the age of 52 months during Phase 2. The study is the first to examine the effects of mental state language and syntactic skills on implicit and explicit Theory of Mind development below the age of 3 years. As the third year of life is a transitional period between an implicit and an explicit Theory of Mind, important insights into the functions of language in early and later Theory of Mind development are expected. In particular, the study is expected to contribute to a better understanding of the cross- sectional and longitudinal relations between implicit and explicit Theory of Mind and language over a wide age range.

语言在心理理论发展中的作用通过纵向研究和训练研究相结合的方式进行了调查。第一阶段已招募了 N=150 名 24 和 27 个月大的儿童并进行了测试，而 33 和 36 个月大的测试正在进行中。从该样本中，两组 N=40 名儿童分别接受 14 次 33 至 36 个月之间的微遗传训练课程的训练，其中包括心理状态语言输入或补语语法输入。在第 2 阶段，另外一个由 N=40 名儿童组成的主动对照组将接受非特定（解谜）训练。内隐和外显的心理理论能力、动作理解、语言（心理状态语言、句法技能、叙述）、执行功能和智商将在第 2 阶段作为 52 个月大时的结果指标进行评估。该研究是第一个检查心理状态语言和句法技巧对 3 岁以下内隐和外显心理理论发展的影响。由于生命的第三年是内隐心理理论和外显心理理论之间的过渡时期，因此期望对语言在早期和晚期心理理论发展中的功能有重要的见解。特别是，这项研究预计将有助于更好地理解广泛年龄范围内隐性和显性心理理论与语言之间的横向和纵向关系。