Theory of mind (ToM) consists of cognitive and affective components; however, few studies have evaluated the coherence of affective ToM measures and their associations with empathy. This research examined the relations among affective ToM tasks and assessments of empathy, measured directly and via parent reports in 4‐ to 6‐year‐olds. Children (N = 117) completed: an Appearance‐Reality Emotion Task, an adapted Reading the Mind in the Eyes Test, an Affective Stories Task, and an empathy task. Parents reported on children’s ToM and empathy, and language was assessed using a Picture Vocabulary Test. Controlling for language, no relationships were found among affective ToM measures and children’s age was only related to the Affective Stories Task. Further, controlling for age, only parent‐reported empathy was associated with the Appearance‐Reality Emotion Task. Once vocabulary and age were controlled, measures of affective ToM are unrelated and different developmental patterns emerged across measures.

中文翻译：

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发展对他人情绪状态的理解：幼儿情感理论与共情措施之间的关系。

心智理论（ToM）由认知和情感成分组成；然而，很少有研究评估情感性ToM量度的一致性以及它们与移情的关系。这项研究调查了情感ToM任务与同情评估之间的关系，这些关系是直接或通过4至6岁的父母报告进行测量的。儿童（N = 117）已完成：外观真实感任务，改编的“阅读中的眼神测试”，情感故事任务和移情任务。父母报告了孩子的ToM和同理心，并使用图片词汇测试对语言进行了评估。在控制语言方面，没有发现情感ToM量度之间的关系，而孩子的年龄仅与情感故事任务有关。此外，控制年龄，只有父母报告的同理心与外观-现实情感任务相关联。一旦控制了词汇量和年龄，就不会影响情感性TOM的度量，并且跨度量会出现不同的发展模式。