ABSTRACT

The present study evaluated: i) the effects of two training programs designed for promoting Theory of Mind (ToM) skills in children aged 7/8, and ii) the relations between second-order recursive thinking (II-order-RT), advanced-ToM (Adv_ToM) and metacognition. Ninety-one 7- to 8-year-old children were assigned to one of three training conditions: a II-order-RT, an Adv_ToM, and a control condition. Groups were equivalent at pretest for SES, executive functions and reading comprehension. The main effect of time was significant on II-order-RT, but not on Adv_ToM and metacognition. Children of the II-order-RT group improved their performance on over the training period II-order-RT while children of the control group did not) and they also outperformed children of the control condition at posttest. This positive effect generalized to Adv_ToM. Children of the Adv_ToM group improved over the training period their performance on both Adv_ToM and II-order-RT (while children of the control group did not); moreover, they outperformed children of the control condition at posttest on Adv_ToM, but not on II-order-RT. The benefits of both ToM training programs extended to metacognitive knowledge. Our findings throw light upon generative mechanisms of acquisition that explain the relation between II-order-RT and Adv_ToM, and between these mature ToM skills and metacognition.

摘要

本研究评估了：i) 为促进 7/8 岁儿童心理理论 (ToM) 技能而设计的两个培训计划的效果，以及 ii) 二阶递归思维 (II-order-RT)、高级-ToM (Adv_ToM) 和元认知。91 名 7 至 8 岁儿童被分配到以下三种训练条件之一：II 阶 RT、Adv_ToM 和对照条件。各组在 SES、执行功能和阅读理解的预测试中是相同的。时间的主要影响对II阶RT显着，但对Adv_ToM和元认知不显着。II-order-RT 组的孩子在训练期间 II-order-RT 的表现有所提高，而对照组的孩子没有），并且他们在后测中的表现也优于对照组的孩子。这种积极影响推广到 Adv_ToM。Adv_ToM 组的孩子在训练期间在 Adv_ToM 和 II-order-RT 上的表现都有所提高（而对照组的孩子没有）；此外，他们在 Adv_ToM 上的后测中表现优于对照条件的孩子，但在 II 阶-RT 上则不然。ToM 培训计划的好处扩展到元认知知识。我们的发现揭示了习得的生成机制，这些机制解释了 II-order-RT 和 Adv_ToM 之间的关系，以及这些成熟的 ToM 技能和元认知之间的关系。ToM 培训计划的好处扩展到元认知知识。我们的发现揭示了习得的生成机制，这些机制解释了 II-order-RT 和 Adv_ToM 之间的关系，以及这些成熟的 ToM 技能和元认知之间的关系。ToM 培训计划的好处扩展到元认知知识。我们的发现揭示了习得的生成机制，这些机制解释了 II-order-RT 和 Adv_ToM 之间的关系，以及这些成熟的 ToM 技能和元认知之间的关系。