Parental reflective functioning and theory of mind acquisition: A developmental perspective

被引：8
|
作者：
Nijssens, Liesbet [1 ]
Luyten, Patrick [1 ,2 ]
Malcorps, Saskia [1 ]
Vliegen, Nicole [1 ]
Mayes, Linda [3 ]
机构：
[1] Katholieke Univ Leuven, Fac Psychol & Educ Sci, Tiensestr 102 POB 3722, B-3000 Leuven, Belgium
[2] UCL, Res Dept Clin Educ & Hlth Psychol, London, England
[3] Yale Child Study Ctr, New Haven, CT USA
来源：
BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY | 2021年 / 39卷 / 04期
关键词：
parental reflective functioning; theory of mind; social cognition; FALSE-BELIEF; EMOTION; ATTACHMENT; MINDEDNESS; CHILDREN; LAG; MOTHERS; TRANSMISSION; PRESCHOOLERS; METAANALYSIS;
D O I：
10.1111/bjdp.12383
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
This study investigated theory of mind (ToM) development in 83 children aged 3-5 years and its associations with parental reflective functioning (PRF), using a multidimensional and developmental approach. Results showed that ToM dimensions (i.e., affective, belief-desire, and cognitive) gradually increased with age. All dimensions of PRF (i.e., prementalizing modes, certainty about mental states, and interest and curiosity in mental states) were associated with ToM dimensions, with different dimensions being differentially related to ToM, including age-related effects.
引用
收藏
页码：584 / 602
页数：19
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