Temperament Dimensions in Preschool Children: Links with Cognitive and Affective Theory of Mind

Autor/inn/en	Longobardi, Emiddia; Spataro, Pietro; D'Alessandro, Marta; Cerutti, Rita
Titel	Temperament Dimensions in Preschool Children: Links with Cognitive and Affective Theory of Mind
Quelle	In: Early Education and Development, 28 (2017) 4, S.377-395 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1238673
Schlagwörter	Personality Traits; Theory of Mind; Case Studies; Task Analysis; Parent Attitudes; Questionnaires; Language Aptitude; Receptive Language; Expressive Language; Language Tests; Preschool Children; Identification; Affective Behavior; Prediction; Interpersonal Competence; Inhibition; Novelty (Stimulus Dimension); Interpersonal Relationship; Motor Reactions; Attention Control; Correlation; Measures (Individuals); Foreign Countries; Gender Differences; Age Differences; Regression (Statistics); Statistical Analysis; Italy (Rome) + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Case study; Fallstudie; Case Study; Aufgabenanalyse; Elternverhalten; Fragebogen; Sprachbegabung; Spracheignung; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Identifikation; Identifizierung; Affective disturbance; Active behaviour; Affektive Störung; Vorhersage; Interpersonale Kompetenz; Hemmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Aufmerksamkeitstest; Korrelation; Messdaten; Ausland; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via a classical false-belief task, and affective ToM via a comprehensive test tapping 3 levels of emotion comprehension (external, mental, and reflexive). In addition, language competence was assessed with a direct test evaluating both receptive and expressive language. The results showed that after we controlled for language ability, inhibition to novelty predicted higher levels of cognitive ToM in 4/5-year-old children. In addition, higher levels of social orientation predicted better comprehension of the external aspects of emotion in both younger and older children. Practice or Policy: Our results highlight the importance of the early identification of less sociable children, who might benefit from training interventions aimed at increasing their affective ToM abilities. At the same time, they are also consistent with previous evidence indicating that an inhibited approach to social interaction can promote false-belief understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01