Specifying Links Between Executive Functioning and Theory of Mind during Middle Childhood: Cognitive Flexibility Predicts Social Understanding

被引：65

作者：

Bock, Allison M. ^{[1
]}

Gallaway, Kristin C. ^{[1
]}

Hund, Alycia M. ^{[1
]}

机构：

[1] Illinois State Univ, Normal, IL 61790 USA

来源：

JOURNAL OF COGNITION AND DEVELOPMENT | 2015年 / 16卷 / 03期

关键词：

CHANGE CARD SORT; INHIBITORY CONTROL; CHILDREN; PRESCHOOLERS; SCHOOL; INTERFERENCE; TRANSITION; STABILITY; BEHAVIOR; HOT;

D O I：

10.1080/15248372.2014.888350

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The purpose of this study was to specify the development of and links between executive functioning and theory of mind during middle childhood. One hundred four 7- to 12-year-old children completed a battery of age-appropriate tasks measuring working memory, inhibition, flexibility, theory of mind, and vocabulary. As expected, spatial working memory and flexibility increased significantly with age, especially after 7 years. Moreover, flexibility predicted social understanding over and above the effects of age, vocabulary, working memory, and inhibition. Together, these findings highlight improvements in and tight relations between complex aspects of executive functioning and theory of mind during middle childhood and suggest that executive functioning and theory of mind are linked beyond their emergence in early childhood.

引用

页码：509 / 521

页数：13

共 33 条

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