A meta-analysis of sequences in theory-of-mind understandings: Theory of mind scale findings across different cultural contexts

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review Pub Date : 2024-09-27 DOI:10.1016/j.dr.2024.101162

引用次数: 0

Abstract

In 2004, Wellman and Liu demonstrated that theory of mind (ToM) – the awareness of how mental states such as desires, beliefs, and intentions govern actions – develops via a progression of understandings, and pioneered a 5-item ToM Scale to measure those sequential developments. This ToM Scale has now been translated into many non-English languages and used worldwide. We conducted a meta-analysis to quantitatively summarize the now-abundant ToM Scale findings (across 91 studies and 10,321 2- to 10-year-old children) and describe how children worldwide progress through a sequence of ToM understandings in early development. Results showed that the ToM Scale successfully captures a robust developmental progression of ToM understandings. It also captures universality and cultural-specificity in ToM development: while ToM universally develops in a progressive sequence where initial insights lead to later ones, children from individualistic and collectivist countries progress through two slightly different sequences shaped by cultural learning.

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对心智理论理解顺序的元分析：不同文化背景下的心智理论量表研究结果

2004 年，Wellman 和 Liu 证明了心智理论（ToM）--对心理状态（如欲望、信念和意图）如何支配行动的认识--是通过逐步理解而发展起来的，并首创了一个 5 个项目的心智理论量表来测量这些连续的发展。这一 ToM 量表现已被翻译成多种非英语语言，并在全球范围内使用。我们进行了一项荟萃分析，定量总结了现在大量的 ToM 量表研究结果（涉及 91 项研究和 10,321 名 2 至 10 岁儿童），并描述了全球儿童在早期发展中如何通过一系列 ToM 理解取得进步。结果表明，ToM 量表成功地捕捉到了 ToM 理解的稳健发展过程。它还捕捉到了 ToM 发展过程中的普遍性和文化特异性：虽然 ToM 的普遍发展顺序是由最初的理解到后来的理解，但个人主义国家和集体主义国家的儿童在文化学习的影响下会经历两种略有不同的发展顺序。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Review PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

11.00

自引率

3.00%

发文量

审稿时长

51 days

期刊介绍： Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.