Sequential Progressions in a Theory-of-Mind Scale: Longitudinal Perspectives

Autor/inn/en	Wellman, Henry M.; Fang, Fuxi; Peterson, Candida C.
Titel	Sequential Progressions in a Theory-of-Mind Scale: Longitudinal Perspectives
Quelle	In: Child Development, 82 (2011) 3, S.780-792 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01583.x
Schlagwörter	Theory of Mind; Deafness; Age Differences; Measures (Individuals); Foreign Countries; Preschool Children; Case Studies; Longitudinal Studies; Child Development; China; United States + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Age; Difference; Age difference; Altersunterschied; Messdaten; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; USA
Abstract	Consecutive retestings of 92 U.S. preschoolers (n = 30), Chinese preschoolers (n = 31), and deaf children (n = 31) examined whether the sequences of development apparent in cross-sectional results with a theory-of-mind scale also appeared in longitudinal assessment. Longitudinal data confirmed that theory-of-mind progressions apparent in cross-sectional scaling data also characterized longitudinal sequences of understanding for individual children. The match between cross-sectional and longitudinal sequences appeared for children who exhibit different progressions across cultures (United States vs. China) and for children with substantial delays (deaf children of hearing parents). Moreover, greater scale distances reflected larger longitudinal age differences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10