Cognitive and Affective Theory of Mind and Relations With Executive Functioning in Middle Childhood

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2018-10-01 DOI:10.13110/MERRPALMQUAR1982.64.4.0514

B. Cassetta, P. Pexman, V. Goghari

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引用次数: 8

Abstract

Abstract:Theory of mind (ToM) refers to the ability to make inferences about mental states. Thus far, little research has examined ToM development in middle childhood. Importantly, recent studies have distinguished between making inferences about beliefs (cognitive ToM) and emotions (affective ToM). ToM has also been associated with executive functioning, though research on the differential relations between cognitive ToM and affective ToM and specific components of executive functioning is scarce. The current study examined advanced cognitive and affective ToM in 8-to 11-year-olds (N = 168). Working memory, inhibition, and set-shifting abilities were also assessed. Results showed that, in this age group, cognitive ToM increased significantly with age, and combined cognitive and affective ToM trendwise increased with age. All three domains of executive functioning (EF) showed age-related improvement. Inhibitory control and verbal IQ significantly predicted cognitive ToM, whereas verbal IQ predicted affective ToM. These results suggest that cognitive and affective components of ToM are distinguishable and may be differentially related to EF.

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认知情感心理理论及其与儿童中期执行功能的关系

摘要：心理理论是指对心理状态进行推理的能力。到目前为止，很少有研究考察儿童中期ToM的发展。重要的是，最近的研究已经区分了对信念（认知ToM）和情绪（情感ToM）的推断。ToM也与执行功能有关，尽管关于认知ToM和情感ToM之间的差异关系以及执行功能的特定组成部分的研究很少。目前的研究调查了8至11岁儿童的高级认知和情感ToM（N=168）。还评估了工作记忆、抑制和设置转换能力。结果表明，在这个年龄组中，认知ToM随着年龄的增长而显著增加，而认知和情感ToM则随着年龄的增加而呈趋势性增加。执行功能（EF）的所有三个领域都显示出与年龄相关的改善。抑制控制和言语智商显著预测认知ToM，而言语智商预测情感ToM。这些结果表明，ToM的认知和情感成分是可区分的，并且可能与EF有差异相关。

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

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.