心理理论综合评估：一种3 - 8岁儿童心理理论的新测量方法和心理状态量表的评价

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-07-12 DOI:10.1111/cdev.14263

Megan J. Heise, Lindsay C. Bowman

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引用次数: 0

摘要

这项研究描述了一种新的儿童心智理论（ToM）发展的测量方法——称为心智理论综合评估（CAT）——它解决了现有心智理论测量方法的局限性。这一行为测量包括3 - 6个项目，每个项目涉及不同的欲望、不同的信念、知识获取、知识专长、错误信念和视觉视角，以及非社会表征推理（即错误符号）。所有项目包括预测、解释和一般理解问题。该测量方法在3 - 8岁儿童中具有心理测量学上的有效性和稳健性(n = 206；104个男孩;101个女孩;1性别液；37.7%白人，非西班牙裔)。儿童的表现重复了之前常用的Wellman和Liu (2004) ToM量表的研究结果，但也揭示了儿童早期到中期心理状态量表的一种新颖而微妙的模式。

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The Comprehensive Assessment of Theory of Mind (CAT): A Novel Measure of 3‐ to 8‐Year‐Old Children's Theory of Mind and an Evaluation of Mental‐State Scaling

This study describes a novel measure of children's Theory of Mind (ToM) development—called the Comprehensive Assessment of ToM (CAT)—that addresses limitations in existing ToM measures. This behavioral measure includes three–six items each about diverse desires, diverse beliefs, knowledge access, knowledge expertise, false belief, and visual perspective taking, as well as nonsocial representational reasoning (i.e., false‐sign). All items include a prediction, explanation, and general comprehension question. The measure is psychometrically valid and robust in 3‐ to 8‐year‐old children (n = 206; 104 boys; 101 girls; 1 gender fluid; 37.7% White non‐Hispanic). Children's performance replicates prior findings with the commonly used Wellman and Liu (2004) ToM scale, but also reveals a novel and nuanced pattern of mental‐state scaling over early to middle childhood.

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.