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41.
Preschoolers' theory-of-mind development follows a similar age trajectory across many cultures. To determine whether these similarities are related to similar underlying ontogenetic processes, we examined whether the relation between theory of mind and executive function commonly found among U.S. preschoolers is also present among Chinese preschoolers. Preschoolers from Beijing, China (N= 109), were administered theory-of-mind and executive-functioning tasks, and their performance was compared with that of a previously studied sample of U.S. preschoolers (N= 107). The Chinese preschoolers outperformed their U.S. counterparts on all measures of executive functioning, but were not similarly advanced in theory-of-mind reasoning. Nonetheless, individual differences in executive functioning predicted theory of mind for children in both cultures. Thus, the relation between executive functioning and theory of mind is robust across two disparate cultures. These findings shed light on why executive functioning is important for theory-of-mind development. 相似文献
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Alexandria Meyer Greg Hajcak Dana C. Torpey Autumn Kujawa Jiyon Kim Sara Bufferd Gabrielle Carlson Daniel N. Klein 《Journal of abnormal child psychology》2013,41(8):1257-1266
Anxiety disorders are the most frequently diagnosed form of psychopathology in children and often result in chronic impairment that persists into adulthood. Identifying neurobehavioral correlates of anxiety that appear relatively early in life would inform etiological models of development and allow intervention and prevention strategies to be implemented more effectively. The error-related negativity (ERN), a negative deflection in the event-related potential at fronto-central sites approximately 50 ms following the commission of errors, has been consistently found to be larger among anxious adults. The current study sought to extend these findings to even younger individuals: the ERN was elicited by a Go/NoGo task in 48 six year-old children with a clinical anxiety disorder assessed by diagnostic interview and 48 age-matched controls. In addition to child anxiety disorder, the ERN was examined in relation to maternal history of anxiety disorder, which was previously related to a smaller ERN. Anxious children were characterized by a larger (i.e., more negative) ERN and maternal history of anxiety disorder was associated with a smaller ERN. Thus, the relationship between an increased ERN and clinical anxiety is evident by age 6, and this effect appears independent from an opposing influence of maternal anxiety history on the ERN. These findings support the ERN as a promising neurobehavioral marker of anxiety, and implications are discussed. 相似文献
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George R. Carlson 《Australasian journal of philosophy》2013,91(4):407-418
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Stephanie M. Carlson Laura J. Claxton Louis J. Moses 《Journal of cognition and development》2013,14(1):186-197
A simple “expression” account of the relation between executive function (EF) and children's developing theory of mind (ToM) has difficulty accounting for the generality of the changes occurring in children's mental-state understanding during the preschool years. The current study of preschool children (N = 43) showed that EF—especially conflict EF—related uniformly to ToM measures that imposed either high or low executive demands, independent of verbal ability. These findings can be explained within an emergence account wherein executive skills are implicated in the acquisition of mental-state concepts as opposed to merely the expression of these concepts in task performance. 相似文献
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SCV is a FORTRAN IV subroutine for sequencing combinations of variables. Selection of the combinations can be random with or without replacement and with equal or unequal frequencies of occurrence. Application is illustrated in terms of an interactive process-control experiment, but the subroutine is applicable to any problem requiring the generation of multidimensional sequences or the permutation of a set of numbers. 相似文献