This study investigated the extent to which associations between mothers' elaborated talk about mental states and preschoolers’ behavioral adaptation (i.e., social competence and internalizing and externalizing behavior) and school readiness were moderated by emotion situation knowledge. Families (N = 120) were mostly middle‐income and White and 70 of the preschoolers (M = 50.65 months, SD = 6.19) were boys. Results revealed a positive association between elaborated maternal mental state talk and social competence, but only for children average and high in emotion situation knowledge. For children low in emotion situation knowledge, there was a positive association between elaborated maternal mental state talk and internalizing behavior. There also was a negative relation between elaborated maternal mental state talk and school readiness for preschoolers low in emotion situation knowledge. Findings highlight the importance of considering emotion situation knowledge when examining associations between elaborated maternal mental state talk and young children’s social behavioral adaptation and readiness for school.

中文翻译：

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产妇心理状态谈话与学龄前儿童的行为适应和入学准备之间的关系：情绪情境知识的调节

这项研究调查了在多大程度上母亲对心理状态的详细论述与学龄前儿童的行为适应（即社会能力以及内在化和外在化行为）之间的联系以及情绪状况知识对入学准备的影响。家庭（N  = 120）主要为中等收入和白人，学龄前儿童为70（M  = 50.65个月，SD） = 6.19）是男孩。结果显示，精心设计的母亲心理状态谈话与社交能力之间存在正相关关系，但仅适用于中等和高度情绪状况知识的儿童。对于情绪情境知识不足的孩子，精心设计的母亲心理状态谈话与内在行为之间存在正相关。精心制作的产妇心理状态谈话与情绪状况知识不足的学龄前儿童的入学准备之间也存在负相关关系。研究结果突显了在检查详细的母亲心理状态谈话与幼儿的社会行为适应能力和入学准备之间的关联时，考虑情绪状况知识的重要性。