Talking about Others Facilitates Theory of Mind in Chinese Preschoolers

Autor/inn/en	Lu, Huijing; Su, Yanjie; Wang, Qi
Titel	Talking about Others Facilitates Theory of Mind in Chinese Preschoolers
Quelle	In: Developmental Psychology, 44 (2008) 6, S.1726-1736 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Preschool Children; Longitudinal Studies; Cognitive Development; Foreign Countries; Memory; Task Analysis; Child Development; Recall (Psychology); Story Telling; Teaching Methods; China + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kognitive Entwicklung; Ausland; Gedächtnis; Aufgabenanalyse; Kindesentwicklung; Abberufung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A longitudinal study and a training study were conducted to show that simply referring to others facilitated theory of mind (ToM) development in Chinese children. In Study 1, 3- to 4-year-old Chinese children (N = 52) were tested on ToM and autobiographical memory (AM). One year later, in the group of children who initially failed the false belief tasks, only those who increased their references to others in AM recall passed the tasks. In Study 2, Chinese preschoolers who were trained to talk about others through storytelling showed improvement in their ToM performance. These findings suggest alternative pathways for ToM development in non-Euro-American context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10