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首页> 外文学位 >Theory of mind ability in the preadolescent language broker: Connections between language brokering, social cognition, and academic achievement.
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Theory of mind ability in the preadolescent language broker: Connections between language brokering, social cognition, and academic achievement.

机译：青春期前语言中介者的心理能力理论：语言中介，社会认知和学业成就之间的联系。

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摘要

This study examined the connections between language brokering, social cognition, and academic achievement for preadolescent Latinos. Gender differences in language brokering activity, theory of mind ability, and academic achievement were also examined. There is a paucity of research on theory of mind development in older children from low SES and ethnic minority communities, as well as children from cultures outside the United States and Western Europe. There is no research on the relation between language brokering, theory of mind ability, and academic achievement. This study uses both a cultural approach and a theory of mind approach to study the socio-cognitive development of Latino preadolescents from immigrant families.; Participants were 117 Mexican American 6th graders (M = 11.33 years; 56 girls, 61 boys) from a semi-rural agricultural community in Oregon. Each participant completed a questionnaire consisting of the Language Brokering Scale, the Short Acculturation Scale for Hispanic Youth, the Parent-Child Bonding Scale, and demographic information. Participants also completed tests of receptive English vocabulary (PPVT-III), receptive Spanish vocabulary (TVIP), and responded to two theory of mind vignettes developed to assess higher order theory of mind ability.; Participants who reported being chosen as the primary language broker out-performed non-primary language brokers on theory of mind ability, things brokered, GPA, and reading achievement test scores. Girls out-performed boys on theory of mind ability, biculturalism, Spanish vocabulary, and GPA. Non-primary girls language brokered for more people than primary girls, and non-primary boys language brokered for less people than primary boys. Non-primary girls also reported more biculturalism than any other sub-group. English vocabulary, language broker order, and feelings about brokering were positively related to theory of mind ability for boys. Language broker order and biculturalism were positively related to theory of mind ability for girls. The relationship between theory of mind ability and academic achievement was non-existent for girls, and seemed to be masked by language brokering variables for boys. These results are discussed in relation to cultural variation in theory of mind, and traditional Latino gender socialization goals. Implications for the classroom and suggestions for future research are also discussed.
机译：这项研究探讨了语言中介，社交认知和青春期前拉丁裔的学术成就之间的联系。还检查了语言中介活动，心理能力理论和学习成绩方面的性别差异。来自低SES和少数民族社区的大龄儿童以及来自美国和西欧以外文化的儿童的心理发展理论研究很少。关于语言中介，心理能力理论和学业成就之间的关系，尚无研究。这项研究使用文化方法和心理理论方法来研究来自移民家庭的拉丁裔学龄前儿童的社会认知发展。参与者是来自俄勒冈州半农村农业社区的117名墨西哥裔美国六年级学生（M = 11.33岁； 56名女孩，61名男孩）。每个参与者完成了一个问卷调查，该问卷包括语言中介量表，西班牙裔青少年短期适应量表，亲子结合量表和人口统计信息。参加者还完成了英语接受能力词汇（PPVT-III），西班牙语接受能力词汇（TVIP）的测试，并对两种评估高级思维能力理论的心智短文做出了回应。据报告，被选为主要语言经纪人的参与者在心理能力，事物中介，GPA和阅读成绩测试分数方面的表现优于非主要语言经纪人。在心理能力，双语能力，西班牙语词汇和GPA方面，女孩的表现优于男孩。非小学女孩的语言中介人要比小学女孩多，非小学男孩的语言中介人要比小学男孩少。非主要女孩还报告了比其他任何亚群体都更多的多元文化。英语词汇量，语言中介秩序以及对中介的感觉与男孩的心理能力理论呈正相关。语言中介秩序和双重文化主义与女孩的心理能力理论正相关。女孩的心理能力理论与学业成绩之间不存在联系，男孩的语言中介变量似乎掩盖了这种联系。讨论了这些结果与心理理论中的文化差异以及传统拉丁裔性别社会化目标的关系。还讨论了对课堂的影响以及对未来研究的建议。

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  • 作者

    Love, Julia Anne.;

  • 作者单位

    The Claremont Graduate University.;

  • 授予单位 The Claremont Graduate University.;
  • 学科 Psychology Developmental.; Hispanic American Studies.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 159 p.
  • 总页数 159
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 发展心理学（人类心理学）;
  • 关键词

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