Language, ambiguity, and executive functions in adolescents' theory of mind

被引：2
|
作者：
Brodsky, Jessica E. [1 ]
Bergson, Zachary [1 ]
Chen, Ming [1 ]
Hayward, Elizabeth O. [2 ]
Plass, Jan L. [2 ]
Homer, Bruce D. [1 ]
机构：
[1] CUNY, Grad Ctr, New York, NY 10016 USA
[2] NYU, CREATE Lab, New York, NY USA
来源：
CHILD DEVELOPMENT | 2023年 / 94卷 / 01期
关键词：
INHIBITORY CONTROL; MIDDLE CHILDHOOD; INDIVIDUAL-DIFFERENCES; BELIEF; METAANALYSIS; GENDER; BRAIN; TASKS; REPRESENTATION; INTERFERENCE;
D O I：
10.1111/cdev.13852
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M-age = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, M-age = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence.
引用
收藏
页码：202 / 218
页数：17
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