The Origins of Theory of Mind in Infant Social Cognition: Investigating Longitudinal Pathways from Intention Understanding and Joint Attention to Preschool Theory of Mind.

IF 1.6 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Journal of Cognition and Development Pub Date : 2023-01-01 Epub Date: 2022-11-25 DOI:10.1080/15248372.2022.2146117
Amanda C Brandone, Wyntre Stout
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引用次数: 0

Abstract

A growing body of literature has established longitudinal associations between key social cognitive capacities emerging in infancy and children's subsequent theory of mind. However, existing work is limited by modest sample sizes, narrow infant measures, and theory of mind assessments with restricted variability and generalizability. The current study aimed to extend this literature by (a) recruiting a large sample of participants (n = 116; 53 boys; 63 girls; all U.S. residents; 88 White, 8 Hispanic or Latino, 2 Black or African American, 14 two or more races/ethnicities, 4 unknown; median family income: $74-122,000), (b) examining multiple measures of infant social cognition (intentional action understanding, responding to joint attention, initiating joint attention) at Time 1 (8-12 months), and (c) using an ecologically valid theory of mind assessment designed to capture individual differences in preschoolers' mental state understanding (the Children's Social Understanding Scale; Tahiroglu et al., 2014) at Time 2 (37-45 months). Measured variable path analysis revealed a significant longitudinal association between infants' initiating joint attention and later theory of mind: infants who engaged in more attempts to initiate joint attention with experimenters through gaze alternation or gestures went on to show better parent-reported mental state understanding as preschoolers. Notably, the paths from infants' responding to joint attention and intentional action understanding to later theory of mind did not emerge as significant. These findings bolster and clarify existing claims about how mental state reasoning is rooted in foundational social-cognitive capacities emerging in infancy.

婴儿社会认知中心智理论的起源:调查从意向理解和共同注意到学前心智理论的纵向途径。
越来越多的文献证实,婴儿期出现的关键社会认知能力与儿童日后的心智理论之间存在纵向联系。然而,现有的研究工作受到样本规模不大、婴儿测量方法狭窄以及心智理论评估的可变性和可推广性有限等因素的限制。目前的研究旨在通过以下方式扩展这些文献:(a)招募大量参与者样本(n = 116;53 个男孩;63 个女孩;均为美国居民;88 个白人,8 个西班牙裔88名白人,8名西班牙裔或拉丁裔,2名黑人或非裔美国人,14名两个或两个以上种族/族裔,4名未知;家庭收入中位数:74-122,000美元),(b) 在时间1(8-12个月)检查婴儿社会认知的多个测量指标(有意行动理解、对联合注意的反应、启动联合注意),(c) 使用生态学上有效的心智理论评估,旨在捕捉学龄前儿童心理状态理解的个体差异(儿童社会理解量表;Tahiroglu et al.,2014)。测量变量路径分析显示,婴儿发起联合注意与日后的心智理论之间存在显著的纵向联系:通过目光交替或手势与实验者发起联合注意的尝试越多的婴儿,其学龄前心理状态理解能力在家长报告中表现得越好。值得注意的是,从婴儿对联合注意的反应和对有意动作的理解到日后的心智理论的路径并不显著。这些发现支持并澄清了现有的观点,即心理状态推理如何植根于婴儿期出现的基础社会认知能力。
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
CiteScore
4.00
自引率
0.00%
发文量
29
期刊介绍: The Journal of Cognition and Development is the official journal of the Cognitive Development Society (CDS). Some CDS members are concerned with basic research or theory; others focus on policy issues and practical applications. The range of interests includes cognitive development during all stages of life, and we seek to understand ontogenetic processes in both humans and nonhumans. Finally, their interests encompass typical as well as atypical development, and we attempt to characterize both biological and cultural influences on cognitive change and continuity.
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