Introduction

Although much is known about theory of mind (ToM) development during childhood, data on how these skills develop in adolescence is scarce. This cavity is due in part to the limited knowledge about measures of advanced theory of mind.

Methods

The study examined the relation among six common story-based tasks designed to measure advanced ToM in two age groups of Polish adolescents: early (13-year-olds; 78 girls) and late (16-year-olds; 143 girls) adolescents.

Results

Factor models for individual tasks were constructed, followed by an examination of the underlying structure that explained the variability of factor scores. Only in half of the tasks, the results revealed an age-related increase in advanced ToM. Contrary to expectation, results showed a lack of correlations among story-based advanced ToM tasks in the two adolescent groups.

Conclusions

The results suggest a lack of coherence among advanced story-based ToM tasks and the need for further development of reliable and valid advanced ToM measures which are sensitive enough to show increasingly complex social reasoning abilities in adolescence.

中文翻译：

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衡量先进的心理理论：基于故事的任务有效吗？

介绍

尽管人们对童年时期的心理理论 (ToM) 发展了解很多，但关于这些技能在青春期如何发展的数据却很少。这个空洞部分是由于对先进的心理理论测量的知识有限。

方法

该研究检查了六个常见的基于故事的任务之间的关系，这些任务旨在衡量波兰青少年两个年龄组的高级 ToM：早期（13 岁；78 名女孩）和晚期（16 岁；143 名女孩）青少年。

结果

构建了单个任务的因子模型，然后检查解释因子分数可变性的基础结构。只有在一半的任务中，结果显示高级 ToM 与年龄相关的增加。与预期相反，结果显示两个青少年组中基于故事的高级 ToM 任务之间缺乏相关性。

结论

结果表明，基于故事的高级 ToM 任务之间缺乏连贯性，需要进一步开发可靠和有效的高级 ToM 措施，这些措施足够敏感，以显示青春期日益复杂的社会推理能力。