“玛丽认为约翰认为……”5至7岁儿童二阶心理状态归因的发展变化与个体稳定性

摘要(中文译文)

二级心理状态理解在童年中期发展。然而，由于该主题的纵向研究数量有限，发展变化的时间进程以及个体表现的稳定性仍缺乏充分探讨。本研究考察了5至7岁间递归心理理论能力的发展，即二级无知理解和错误信念理解。采用冰淇淋任务和生日小狗任务，我们对166名波兰儿童进行了三个时间点的纵向测试（平均年龄：M = 5.64岁，SD = 0.23；M = 6.69，SD = 0.11；M = 7.63，SD = 0.13）。尽管我们观察到二级心理状态理解的总体增长，但无知理解出现的时间早两年，与错误信念理解相比，其在5至7岁间的增长幅度较小。此外，大多数儿童在个体表现上表现出稳定的发展轨迹。这些发现提供了二级心理状态归因的全面发展概览，表明在逐步改善的同时，所观察到的递归心理理论等级顺序稳定性可能反映了随时间推移部分稳定的个体差异。

Abstract

Second-order understanding of mental states develops during middle childhood. However, due to the limited number of longitudinal studies on this topic, the timing of developmental changes and the stability of individual performance remain insufficiently explored. The current study examined the development of recursive theory of mind abilities, namely second-order ignorance and false-belief understanding, between the ages of 5 and 7. Using the Ice Cream Task and the Birthday Puppy Task, we longitudinally tested 166 Polish children at three time points (mean ages: M = 5.64 years, SD = 0.23; M = 6.69, SD = 0.11; and M = 7.63, SD = 0.13). Although we observed overall growth in second-order mental state understanding, understanding of ignorance emerged two years earlier, showing smaller gains between ages 5 and 7 compared to false-belief understanding. Moreover, most children demonstrated consistent developmental trajectories in individual performance. These findings provide a comprehensive developmental overview of second-order mental state attribution, suggesting that, alongside gradual improvement, the observed rank-order stability in rToM may reflect partially stable individual differences over time.

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