Complements to cognition: a longitudinal study of the relationship between complex syntax and false-belief-understanding |
| |
| Affiliation: | 1. Psychology Department, Clark Science Center, Smith College, Northampton, MA 01063, USA;2. University of California, Berkeley, CA, USA;1. Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy;2. Department of Psychology, University of Cambridge, Cambridge CB2 3EB, UK;3. School of Psychology, University of Sussex, Brighton BN1 9QH, UK;1. Psychological Sciences, University of California Merced, 5200 North Lake Road, Merced, CA 95343, United States;2. Department of Pediatrics, NYU School of Medicine, 550 First Ave., New York, NY 10016, United States;1. Department of Psychology, Koç University, Sariyer 34450, Istanbul, Turkey;2. Department of Psychology, MEF University, Sariyer 34396, Istanbul, Turkey;1. Institute of Psychology, Jagiellonian University, Kraków, Poland;2. Institute of Psychology, Nicolaus Copernicus University, Toruń, Poland;3. Institute of Psychology, Jesuit University Ignatianum, Kraków, Poland |
| |
| Abstract: | A longitudinal study traced the development of the understanding of false belief and various measures of spontaneous language production and comprehension over the course of one year. The subjects were 28 normally developing preschoolers who averaged 3–5 years when the study began. The children were given a battery of tasks to assess false-belief-understanding and language mastery during four testing periods, with the contents of the materials varying and counterbalanced. The results of regression analyses strongly suggest that the mastery of a specific aspect of syntax, namely tensed complements, is a precursor and possible prerequisite of successful false-belief performance. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
