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

False belief understanding in 3～4-year-olds: The relative role of sentential complement syntax,semantic comprehension and working memory

考察3～4岁儿童的错误信念理解中，补语句法，语义理解和工作记忆的作用。共有48名幼儿被试接受了错误信念，补语句法，皮博迪词汇一图片理解和工作记忆测试。结果表明，错误信念理解成绩和补语句法测试得分相关和偏相关显著。回归分析表明，补语句法测试成绩可以显著预测错误信念理解。语义和补语句法能够显著解释错误信念理解成绩的方差变异，同时补语句法可以解释语义对错误信念理解的作用。本研究支持补语句法在错误信念理解中的独特性作用观点。

The relationship between language and theory of mind has been investigated for many years. The aim of the current study reported here was to identify relationship between sentential complement syntax comprehension and false belief understanding for 3 - 4 years old children in Mandarin. Forty-eight preschoolers （39-59 months） were administered with a serial of tests, which included false belief understanding tasks; a sentential complement test followed the procedures of de Villiers＇s study, Peabody Vocabulary-Picture Test （PPVT）, and working memory test. Results showed that false belief understanding was significantly correlated with the scores of sentential complement syntax even controlled age. Regression analyses showed that the scores of complement syntax significantly predicted of the scores of false belief understanding, and sentential complement syntax could explain the role of semantic comprehension on false belief understanding. Our results provided further evidence for the argument that the important and unique role of the special syntax.