Social reward predicts false belief understanding in Namibian Hai||om children

IF 1.6 4区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Social Development Pub Date : 2024-08-26 DOI:10.1111/sode.12767

Roman Stengelin, Ljubica Petrović, Maleen Thiele, Robert Hepach, Daniel B. M. Haun

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引用次数: 0

Abstract

Social motivation is theorized to promote Theory of Mind development in childhood, but research testing this link is scarce and largely limited to urban middle‐class milieus of the Global North. Here, we investigated the link between social motivation (i.e., social reward responsivity) and Theory of Mind (i.e., false belief understanding) among N = 59 Hai||om children (AgeRange = 2.3–8.0 years) from rural Namibia, an indigenous community where children's social experience with peers and adults differs much from urban middle‐class milieus typically sampled in developmental science research. Children's preference for adult, but not peer faces predicted their false belief performance. Moreover, their false belief performance increased with age, showing mastery of the current false belief task by the preschool years. These results accommodate universalist claims on the link between social motivation and Theory of Mind while suggesting a particular contribution of the social reward responsivity to adult social partners.

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社会奖励可预测纳米比亚海||om 儿童对错误信念的理解

根据理论，社会动机可促进儿童期心智理论的发展，但检验这种联系的研究却很少，而且主要局限于全球北方的城市中产阶级环境。在这里，我们调查了来自纳米比亚农村的 N = 59 名儿童（年龄范围 = 2.3-8.0 岁）的社交动机（即社交奖赏反应性）与心智理论（即对错误信念的理解）之间的联系。儿童对成人面孔的偏好能预测他们的错误信念表现，而对同伴面孔的偏好不能预测他们的错误信念表现。此外，他们的错误信念表现会随着年龄的增长而提高，这表明他们在学龄前阶段就已经掌握了当前的错误信念任务。这些结果符合关于社会动机与心智理论之间联系的普遍主义主张，同时也表明了社会奖赏反应性对成人社会伙伴的特殊贡献。

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来源期刊

Social Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

3.80

自引率

0.00%

发文量

期刊介绍： Social Development is a major international journal dealing with all aspects of children"s social development as seen from a psychological stance. Coverage includes a wide range of topics such as social cognition, peer relationships, social interaction, attachment formation, emotional development and children"s theories of mind. The main emphasis is placed on development in childhood, but lifespan, cross-species and cross-cultural perspectives enhancing our understanding of human development are also featured.