Friends, friendlessness, and the social consequences of gaining a theory of mind [0.03%]
关于识人之智的朋友、孤独以及社会后果
Elian Fink,Sander Begeer,Candida C Peterson et al.
Elian Fink et al.
Fink, Begeer, Peterson, Slaughter, and de Rosnay (2014) conducted a prospective longitudinal study showing that theory-of-mind (ToM) development at school entry (mean age 5.61 years) significantly predicted friendlessness both concurrently ...
Young Chinese children's beliefs about the implications of subtypes of social withdrawal: A first look at social avoidance [0.03%]
中国儿童关于社交退缩亚型的信念：对社交回避的初步观察
Xuechen Ding,Robert J Coplan,Biao Sang et al.
Xuechen Ding et al.
The goal of this study was to examine young Chinese children's beliefs about the implications of different subtypes of social withdrawal (e.g., shyness, unsociability), including for the first time, social avoidance. Participants were 133 c...
Young children's beliefs about self-disclosure of performance failure and success [0.03%]
幼儿关于学业失败和成功披露的信念研究
Catherine M Hicks,David Liu,Gail D Heyman
Catherine M Hicks
Self-disclosure of performance information involves the balancing of instrumental, learning benefits (e.g., obtaining help) against social costs (e.g., diminished reputation). Little is known about young children's beliefs about performance...
Step by step: a microgenetic study of the development of strategy choice in infancy [0.03%]
逐个分析婴儿策略选择的发展微遗传研究
Sarah E Berger,Brian Chin,Sandeep Basra et al.
Sarah E Berger et al.
To examine patterns of strategy choice and discovery during problem-solving of a novel locomotor task, 13.5- and 18-month-old infants were placed at the top of a staircase and encouraged to descend. Spontaneous stair descent strategy choice...
It is Who You Know That Counts: Intergroup Contact and Judgments about Race-Based Exclusion [0.03%]
人脉才是关键：跨群体接触与种族排除的评判标准
David S Crystal,Melanie Killen,Martin Ruck
David S Crystal
Intergroup contact and evaluations about race-based exclusion were assessed for majority and minority students in fourth, seventh, and tenth grades (N = 685). Students were presented with scenarios depicting cross-race relations in contexts...
Conforming to coordinate: children use majority information for peer coordination [0.03%]
顺从协调：儿童利用多数人信息进行同伴协调
Sebastian Grueneisen,Emily Wyman,Michael Tomasello
Sebastian Grueneisen
Humans are constantly required to coordinate their behaviour with others. As this often relies on everyone's convergence on the same strategy (e.g., driving on the left side of the road), a common solution is to conform to majority behaviou...
The development of emotion recognition from facial expressions and non-linguistic vocalizations during childhood [0.03%]
儿童从面部表情和非语言声音中识别情绪的发展
Georgia Chronaki,Julie A Hadwin,Matthew Garner et al.
Georgia Chronaki et al.
Sensitivity to facial and vocal emotion is fundamental to children's social competence. Previous research has focused on children's facial emotion recognition, and few studies have investigated non-linguistic vocal emotion processing in chi...
Mentalization in children and mothers in the context of trauma: An initial study of the validity of the Child Reflective Functioning Scale [0.03%]
创伤背景下儿童和母亲的心理化能力：儿童反思功能量表有效性的初步研究
Karin Ensink,Lina Normandin,Mary Target et al.
Karin Ensink et al.
This study examined the validity of the Child Reflective Functioning Scale (CRFS: Ensink, Target, & Oandason, 2013, Child reflective functioning scale scoring manual: for application to the Child Attachment Interview. London, UK: Anna Freud...
Henry M Wellman
Henry M Wellman
I applaud the methods and findings of the target article by Fink and colleagues (Brit. J. Dev. Psychol, 2015; 33, 1-17) who demonstrate an important link between theory of mind and children's social lives. In particular, enhanced theory of ...
Digging deeper into the link between socio-cognitive ability and social relationships [0.03%]
进一步探究社会认知能力与社交关系之间的联系
Ai Mizokawa,Masuo Koyasu
Ai Mizokawa
In this commentary on 'Friendlessness and theory of mind: A prospective longitudinal study' by Fink, Begeer, Peterson, Slaughter, and de Rosnay (Brit. J. Dev. Psychol, 2015; 33, 1-17) we reconsider the link between early mastery of theory o...