This research tests the role of visual perspective taking (VPT) in mediating the relation between spatial ability and theory of mind (ToM). Study 1 demonstrated such mediation correlationally in seventy 3.5- to 4-year olds. In Study 2, twenty-three 3.5- to 4-year-olds were trained on using play blocks to copy preassembled models as a way to promote spatial ability. Resultant increases in VPT and ToM were compared to those from a control group learning to draw instead (n = 23). Both studies showed that the effect of spatial ability on ToM depended on VPT, suggesting a role of embodiment in ToM development in early childhood. These findings provide an alternative way to think about ToM development and the psychological mechanism that may be involved.

中文翻译：

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空间能力与心智理论：视觉视角的中介作用

本研究测试了视觉透视（VPT）在调节空间能力与心理理论（ToM）之间关系中的作用。研究 1 在 70 名 3.5 至 4 岁的儿童中证明了这种中介相关性。在研究 2 中，23 名 3.5 至 4 岁的儿童接受了使用游戏块复制预组装模型的培训，以提高空间能力。将由此产生的 VPT 和 ToM 增加与学习绘画的对照组进行比较（n  = 23）。两项研究都表明空间能力对 ToM 的影响取决于 VPT，表明具身化在儿童早期 ToM 发展中的作用。这些发现提供了另一种思考 ToM 发展和可能涉及的心理机制的方法。