This study examined the efficacy of training theory of mind via storybook interactions focused on characters' mental states (i.e., beliefs and emotions) in a sample of 73 low-income preschoolers, and determined if training transferred to social competence. Children in the experimental group participated in experimenter-led book interactions in which characters' false beliefs and emotions were discussed. Children in the first control group were read the same stories, but without the embedded discussions; children in the second control group were not read books. Children's false belief understanding, emotion understanding, and social competence were assessed at pretest, an immediate posttest, and a delayed posttest two months later. Children in the experimental group outperformed both controls on false belief understanding, but not emotion understanding or social competence, at both posttests.

中文翻译：

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改善低收入学龄前儿童的心理理论：一项培训研究

本研究以 73 名低收入学龄前儿童为样本，通过以人物心理状态（即信念和情绪）为重点的故事书互动，检验了心理训练理论的有效性，并确定了训练是否转移到社交能力上。实验组的孩子们参与了由实验者主导的书籍互动，讨论了人物的错误信念和情绪。第一控制组的儿童阅读相同的故事，但没有嵌入讨论；第二对照组的孩子不读书。在前测、即时后测和两个月后的延迟后测中评估儿童的错误信念理解、情感理解和社交能力。实验组的儿童在错误信念理解上的表现优于两个对照组，