补语句法在4至5岁儿童一级错误信念理解中的特定作用
The Unique Role of Sentential Complementation in First-Order False Belief Understanding in 4- to 5-Year-Old Children
DOI: 10.12677/ap.2025.155285, PDF,    科研立项经费支持
作者: 李洪兰*：南京理工大学外国语学院，江苏 南京；石歆苑：南京师范大学文学院，江苏 南京
关键词: 补语句法；错误信念；心理理论；执行功能；儿童；Sentential Complementation； False Belief； Theory of Mind； Executive Functions； Children
摘要: 目标：考察补语句法在4至5岁儿童一级错误信念理解中的特定作用。方法：本研究选取深圳市一所幼儿园的84名儿童，评估了其词汇能力、补语句法理解、执行功能(工作记忆、抑制控制和认知灵活性)以及一级错误信念理解能力。结果：相关性分析显示，词汇、执行功能和补语句法均与一级错误信念显著相关。回归分析显示，在控制了年龄和词汇后，补语句法对一级错误信念有显著预测作用。即使将执行功能纳入回归模型后，补语句法仍能显著预测一级错误信念(p = 0.003)。结论：补语句法在4至5岁儿童的一级错误信念理解中有显著特定作用，且该作用不受执行功能的影响。本研究结果进一步证实了补语句法在儿童心理理论发展中的重要性。
Abstract: Objective: To examine the unique role of sentential complementation in 4- to 5-year-olds’ first-order false belief understanding. Methods: This study included 84 children from a kindergarten in Shenzhen, and assessed their vocabulary ability, sentential complementation, executive functions (working memory, inhibitory control and cognitive flexibility), and first-order false belief understanding. Results: Correlation analysis revealed that age, vocabulary, executive function and sentential complementation significantly correlated with first-order false belief understanding. Regression analyses showed that sentential complementation significantly predicted first-order false belief when controlling for age and vocabulary ability, and this significant effect remains even after executive functions were entered in the regression model (p = 0.003). Conclusions: Sentential complementation plays a significant unique role in 4- to 5-year-old children’s first-order false belief understanding, and this role is not influenced by executive functions. These findings further support the importance of sentential complementation in children’s theory of mind development.
文章引用：李洪兰, 石歆苑 (2025). 补语句法在4至5岁儿童一级错误信念理解中的特定作用. 心理学进展, 15(5), 187-195. https://doi.org/10.12677/ap.2025.155285

参考文献

[1] 丁芳, 李其维(2005). 幼儿心理理论与执行功能关系的研究. 心理科学, 28(3), 544-549.
[2] 莫书亮, 苏彦捷(2009). 3-4岁儿童的错误信念理解: 补语句法, 语义理解和工作记忆的作用. 心理发展与教育, 25(3), 15-19.
[3] 桑标, 缪小春(1990). 皮博迪图片词汇测验修订版(PPVT-R)上海市区使用常模的修订. 心理科学, 14(5), 20-25.
[4] 王益文, 张文新(2002). 3-6岁儿童“心理理论”的发展. 心理发展与教育, 18(1), 11-15.
[5] 魏勇刚, 吴睿明, 李红, 冯廷勇, Zelazo, P.D. (2005). 抑制性控制在幼儿执行功能与心理理论中的作用. 心理学报, 37(5), 598-605.
[6] 张丽锦, 吴南(2010). 4、5岁儿童一般语言能力和心理理论关系的纵向研究. 心理学报, 42(12), 1166-1174.
[7] 张丽锦, 吴南, 郑砚(2008). 不同形式的语言介入对汉语儿童心理理论发展的干预. 心理学报, 40(7), 819-827.
[8] 张云秋, 彭鹏程, 晁代金(2024). 普通话儿童句法发展的里程碑. 语言战略研究, 9(4), 45-58.
[9] Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of Complementation. Journal of Child Language, 16, 101-120.[CrossRef] [PubMed]
[10] Bruce, M., & Bell, M. A. (2022). Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations across Early Childhood. Human Development, 66, 167-187.[CrossRef] [PubMed]
[11] Carlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The Relation between Executive Function and Theory of Mind Is More than Skin Deep. Journal of Cognition and Development, 16, 186-197.[CrossRef] 
[12] Cheung, H. (2006). False Belief and Language Comprehension in Cantonese-Speaking Children. Journal of Experimental Child Psychology, 95, 79-98.[CrossRef] [PubMed]
[13] Cheung, H., Chen, H., & Yeung, W. (2009). Relations between Mental Verb and False Belief Understanding in Cantonese-Speaking Children. Journal of Experimental Child Psychology, 104, 141-155.[CrossRef] [PubMed]
[14] Cheung, H., Hsuan‐Chih, C., Creed, N., Ng, L., Ping Wang, S., & Mo, L. (2004). Relative Roles of General and Complementation Language in Theory‐of‐Mind Development: Evidence from Cantonese and English. Child Development, 75, 1155-1170.[CrossRef] [PubMed]
[15] Chor, W. (2018). Sentence Final Particles as Epistemic Modulators in Cantonese Conversations: A Discourse-Pragmatic Perspective. Journal of Pragmatics, 129, 34-47.[CrossRef] 
[16] Davis, H. L., & Pratt, C. (1995). The Development of Children’s Theory of Mind: The Working Memory Explanation. Australian Journal of Psychology, 47, 25-31.[CrossRef] 
[17] de Villiers, J. G. (2000). Language and Theory of Mind: What Are the Developmental Relationships? In S. Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding Other Minds: Perspectives from Developmental Cognitive Neuroscience (2nd ed., pp. 83-123). Oxford University Press.[CrossRef] 
[18] de Villiers, J. G., & Pyers, J. E. (2002). Complements to Cognition: A Longitudinal Study of the Relationship between Complex Syntax and False-Belief-Understanding. Cognitive Development, 17, 1037-1060.[CrossRef] 
[19] Devine, R. T., & Hughes, C. (2014). Relations between False Belief Understanding and Executive Function in Early Childhood: A Meta‐Analysis. Child Development, 85, 1777-1794.[CrossRef] [PubMed]
[20] Duh, S., Paik, J. H., Miller, P. H., Gluck, S. C., Li, H., & Himelfarb, I. (2016). Theory of Mind and Executive Function in Chinese Preschool Children. Developmental Psychology, 52, 582-591.[CrossRef] [PubMed]
[21] Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive Function in Preschoolers: A Review Using an Integrative Framework. Psychological Bulletin, 134, 31-60.[CrossRef] [PubMed]
[22] Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The Relationship between Cognition and Action: Performance of Children 312-7 Years Old on a Stroop-Like Day-Night Test. Cognition, 53, 129-153.[CrossRef] [PubMed]
[23] Gopnik, A., & Astington, J. W. (1988). Children’s Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction. Child Development, 59, 26-37.[CrossRef] [PubMed]
[24] Hale, C. M., & Tager‐Flusberg, H. (2003). The Influence of Language on Theory of Mind: A Training Study. Developmental Science, 6, 346-359.[CrossRef] [PubMed]
[25] Henning, A., Spinath, F. M., & Aschersleben, G. (2011). The Link between Preschoolers’ Executive Function and Theory of Mind and the Role of Epistemic States. Journal of Experimental Child Psychology, 108, 513-531.[CrossRef] [PubMed]
[26] Jeffrey Farrar, M., Seung, H. K., & Lee, H. (2017). Language and False-Belief Task Performance in Children with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 60, 1999-2013.[CrossRef] [PubMed]
[27] Li, H., & Leung, M. (2020). Relations between Verb Factivity and First-Order and Second-Order False Belief Understanding: Evidence from Mandarin-Speaking Typically Developing Children and Children with Autism Spectrum Disorders. Clinical Linguistics & Phonetics, 34, 185-200.[CrossRef] [PubMed]
[28] Li, H., & Leung, M. (2024). The Roles of Language and Executive Function in Mandarin-Speaking Children’s Theory of Mind Development. Frontiers in Psychology, 15, Article ID: 1354207.[CrossRef] [PubMed]
[29] Lohmann, H., & Tomasello, M. (2003). The Role of Language in the Development of False Belief Understanding: A Training Study. Child Development, 74, 1130-1144.[CrossRef] [PubMed]
[30] Luke, K. K. (1990). Utterance Particles in Cantonese Conversation. John Benjamins Publishing Company.[CrossRef] 
[31] Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and Theory of Mind: Meta‐Analysis of the Relation between Language Ability and False‐Belief Understanding. Child Development, 78, 622-646.[CrossRef] [PubMed]
[32] Miyake, A., & Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions. Current Directions in Psychological Science, 21, 8-14.[CrossRef] [PubMed]
[33] Mo, S., Su, Y., Sabbagh, M. A., & Xiu, J. (2014). Sentential Complements and False Belief Understanding in Chinese Mandarin-Speaking Preschoolers: A Training Study. Cognitive Development, 29, 50-61.[CrossRef] 
[34] Premack, D., & Woodruff, G. (1978). Does the Chimpanzee Have a Theory of Mind? Behavioral and Brain Sciences, 1, 515-526.[CrossRef] 
[35] Reynell, J., & Huntley, M. (1985). Reynell Developmental Language Scales (2nd ed.). NFER-Nelson.
[36] Ruffman, T., Slade, L., Rowlandson, K., Rumsey, C., & Garnham, A. (2003). How Language Relates to Belief, Desire, and Emotion Understanding. Cognitive Development, 18, 139-158.[CrossRef] 
[37] Siu, C. T.-S., & Cheung, H. (2022). A Longitudinal Reciprocal Relation between Theory of Mind and Language. Cognitive Development, 62, Article ID: 101176.[CrossRef] 
[38] Tardif, T., So, C. W., & Kaciroti, N. (2007). Language and False Belief: Evidence for General, Not Specific, Effects in Cantonese-Speaking Preschoolers. Developmental Psychology, 43, 318-340.[CrossRef] [PubMed]
[39] Wellman, H. M., Cross, D., & Watson, J. (2001). Meta‐Analysis of Theory‐of‐Mind Development: The Truth about False Belief. Child Development, 72, 655-684.[CrossRef] [PubMed]
[40] Wimmer, H., & Perner, J. (1983). Beliefs about Beliefs: Representation and Constraining Function of Wrong Beliefs in Young Children’s Understanding of Deception. Cognition, 13, 103-128.[CrossRef] [PubMed]
[41] Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A Method of Assessing Executive Function in Children. Nature Protocols, 1, 297-301.[CrossRef] [PubMed]