Relative roles of general and complementation language in theory-of-mind development: Evidence from Cantonese and English
Publication in refereed journal


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摘要Complex complements are clausal objects containing tensed verbs (e.g., that she cried) or infinitives (e.g., to cry), following main verbs of communication or mental activities (e.g., say, want). This research examined whether English- and Cantonese-speaking 4-year-olds' complement understanding uniquely predicts their representation of other minds (i.e., theory of mind). Results showed that neither meaning of main verbs (communication vs. desire) nor complement structure (tensed vs. infinitival) affected the correlation between complement understanding and theory of mind. More important, the correlation became insignificant after controlling for general language comprehension. These findings led to the conclusion that the syntax of complement per se does not contribute uniquely to theory-of-mind development; general language comprehension is a more important factor to consider.
著者Cheung H, Hsuan-Chih C, Creed N, Ng L, Wang SP, Mo L
期刊名稱Child Development
出版年份2004
月份7
日期1
卷號75
期次4
出版社BLACKWELL PUBLISHERS
頁次1155 - 1170
國際標準期刊號0009-3920
電子國際標準期刊號1467-8624
語言英式英語
Web of Science 學科類別Psychology; Psychology, Developmental; PSYCHOLOGY, DEVELOPMENTAL; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2021-15-01 於 00:10