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theory    
of    
mind    
tom
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  “theory of mind (tom)”译为未确定词的双语例句
    The researches about Executive Function (EF) and Theory of Mind (ToM) suggest that the two are correlated in many aspects.
    有关执行功能(Executive Function,EF)与心理理论(Theory of Mind,ToM)的研究表明,二者在很多方面存在着相关。
短句来源
    In recent years , researchers have paid more attention to the development of children's theory of mind(ToM), which is a new research area in children's social cognitive development.
    近些年来,儿童“心理理论”(theory of mind,ToM)作为社会认知发展又一新的研究领域,已日益得到国内外发展心理学研究者的关注。
短句来源
    Theory of mind (ToM), as an important competence of children's social cognition, shows a striking development in the preschool period.
    作为儿童社会认知的一种重要能力,心理理论在学前期有着显著的发展。
短句来源
    Theory' of Mind (ToM) has been the most significant research field of developmental psychology in the west since 1980s. ToM ability plays an essential and important role in interpersonal action.
    “心理理论”的研究是西方80年代以来发展心理学最重要的一个研究领域,这种能力在人与人的相互作用中起着基本的、重要的作用。
短句来源
    Young children's Theory of Mind (ToM) has become a hot issue in cognitive development since last two decades.
    在过去的二十多年中,儿童早期心理理论的发展逐渐成为发展心理学的重要课题。
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  theory of mind tom
This study examined theory of mind (ToM) and concepts of human biology (eyes, heart, brain, lungs and mind) in a sample of 67 children, including 25 high functioning children with autism (age 6-13), plus age-matched and preschool comparison groups.
      
The article compares theories that consider either theory of mind (ToM) or executive function (EF) to be causally important deficits in the development of pretend play in autism and important factors in pretend play.
      
People with high functioning autism (HFA) and Asperger syndrome (AS) have deficits in theory of mind (ToM).
      
This research examined whether children with autism could be trained to improve their conversational skills and whether this led to changes in standard tests of theory of mind (ToM).
      
Most theory of mind (ToM) tests are designed for subjects with a mental age of 4-6 years.
      
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Theory of mind (TOM) is an area of much concern among developmental psychologists. Disagreements still existed among researchers concerning the age at which children obtain TOM and the stages of its development. In the present study, the 'unexpected transfer' and 'deceptive appearance' test tasks were employed in a sample of 233 3-6 years old children from three urban kindergartens, in an effort to explore when children obtain the ability of TOM and how this ability developed...

Theory of mind (TOM) is an area of much concern among developmental psychologists. Disagreements still existed among researchers concerning the age at which children obtain TOM and the stages of its development. In the present study, the 'unexpected transfer' and 'deceptive appearance' test tasks were employed in a sample of 233 3-6 years old children from three urban kindergartens, in an effort to explore when children obtain the ability of TOM and how this ability developed with children's age. The results indicated that children had developed the ability to distinguish between appearance and reality before the age of three, but they could not understand false beliefs. Four years old children developed the understanding of both his/her own and others' false beliefs in the deceptive appearance task, and five year old children were able to understand the false beliefs in the unexpected transfer task. Age from 4 to 5 seems to be the critical age at which children obtain theory of mind, but it could vary with the test tasks employed. No significant gender difference was found in children's understanding of false beliefs.

“心理理论”是发展心理学的研究热点 ,在儿童获得心理理论的年龄和发展阶段问题上仍存在争议。该研究以 3所城市幼儿园中的 2 3 3名 3 - 6岁儿童为被试 ,采用“意外转移”和“欺骗外表”两个错误信念测验任务考察儿童“心理理论”的获得年龄和发展阶段。研究得出如下结论 :3岁之前儿童已理解外表与真实的区别 ,但还不能理解错误信念。 4岁儿童理解了欺骗外表任务中自己和他人的错误信念 ,5岁儿童理解了意外转移任务中的错误信念。 4 - 5岁是儿童获得“心理理论”的关键年龄 ,但这会因测验任务的不同而有所差异。儿童的错误信念理解不存在显著的性别差异

The general developmental trend of young Chinese children's "theory of mind" (ToM) was investigated in this study. Ninety 3-5-year-olds were chosen as the subjects, and their performance in four types of ToM tasks was tested and compared. The results showed that: 1) during 3 to 5 years of age, young children's ToM developed rapidly; 2) there was some potential coherence of performance in those four tasks, which might imply that there was some common substrate underlying young children's...

The general developmental trend of young Chinese children's "theory of mind" (ToM) was investigated in this study. Ninety 3-5-year-olds were chosen as the subjects, and their performance in four types of ToM tasks was tested and compared. The results showed that: 1) during 3 to 5 years of age, young children's ToM developed rapidly; 2) there was some potential coherence of performance in those four tasks, which might imply that there was some common substrate underlying young children's performance in various ToM tasks;3) on the other hand, there was great difference of young children' s performance in various ToM tasks, which mightsuggest that their performance was evidently task-specific.

本研究试图探究中国幼儿心理理论发展的一般变化趋势 ,通过探查 90位 3~ 5岁幼儿在不同心理理论任务表现的特殊性及内在一致性 ,结果表明 :3~ 5岁间幼儿的心理理论发生急剧变化 ;幼儿在各任务上的表现总体上存在某种潜在的一致性 ;但他们在不同任务上的表现存在较大差异 ,这表明心理理论表现具有显著的任务特异性。

The present study examined the developmental level of Theory of Mind (Tom for short) between 3 and 4year olds and whether there is any relationship between the performance of falsebelief task and inhibitory control task. The results showed that there is a significant change between 3 and 4year olds, and the children's who gave correct answer in falsebelief task did better in inhibitory conflict task than those who had wrong responses in falsebelief task. Moreover, there were significant...

The present study examined the developmental level of Theory of Mind (Tom for short) between 3 and 4year olds and whether there is any relationship between the performance of falsebelief task and inhibitory control task. The results showed that there is a significant change between 3 and 4year olds, and the children's who gave correct answer in falsebelief task did better in inhibitory conflict task than those who had wrong responses in falsebelief task. Moreover, there were significant correlations between the score in task of falsebelief and in the task of inhibitory conflict except for falsebelief of others.

本研究通过经典的错误信念任务首先考察了3与4岁幼儿心理理论的发展水平;然后通过抑制控制任务探讨了幼儿心理理论发展水平与抑制控制能力发展的关系。结果表明,3、4岁在完成错误信念任务时有显著的年龄差异;通过错误信念任务的幼儿在抑制冲突的得分显著地高于没有通过错误信念的幼儿;而且除了他人的错误信念,幼儿在其他错误信念上的水平与抑制冲突成绩有显著的相关。

 
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