文献类型：期刊文献

英文题名：Does executive function influence the development of theory of mind in elementary students?

作者：Gao, Qiyang[1,2];Huang, Qianyao[2];Zhang, Qiaoling[2];Chen, Wei[1,2]

机构：[1]Shaoxing Univ, Ctr Social Behav & Dev Sci, 508 Huancheng West Rd, Shaoxing 312000, Peoples R China;[2]Shaoxing Univ, Sch Teacher Educ, Shaoxing 312000, Peoples R China

年份：2020

卷号：39

期号：2

起止页码：389

外文期刊名：CURRENT PSYCHOLOGY

收录：SSCI(收录号：WOS:000531026400001)、、Scopus(收录号：2-s2.0-85059579828)、WOS

语种：英文

外文关键词：Theory of mind; Executive function; Training; Chinese elementary students

外文摘要：The majority of studies on the development of theory of mind (ToM) have focused on the preschool years. The current study examined the impact of conversation-based ToM training and whether a battery of executive function (EF) performance can predict the improvement in Chinese elementary students' ToM from training. A conversation-based training program was implemented for one month and evaluated with pre- and posttest measures of ToM. Ninety-six children were randomly assigned to intervention (n = 49) and control groups (n = 47). Findings indicate that the intervention group demonstrated significantly greater gains in ToM than the control group and that individual differences in a battery of EF performance can predict the improvement of ToM. These results are consistent with the beliefs that conversations about the mind foster improvements in theory of mind in school-aged children, and executive functioning skills can assist school-age children in constructing ToM by facilitating the ability to learn from relevant experience.