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1、Bilingualism:LanguageandCognition6(1),2003,115C2003CambridgeUniversityPressDOI:10.1017/S13667289030010071TheeffectsofbilingualismonPEGGYJ.GOETZCalvinCollegetheoryofminddevelopment*Thisresearchexamineswhetheranindividualslinguisticknowledge,eitherasaspeakerofaparticularl
2、anguageorasabilingual,influencestheoryofminddevelopment.Three-andfour-year-oldEnglishmonolinguals,MandarinChinesemonolinguals,andMandarin-Englishbilingualsweregivenappearance-reality,level2perspective-taking,andfalse-belieftasks.Allchildrenweretestedtwice,aweekapart;thebi
3、lingualsweretestedineachoftheirlanguages.The4-year-oldsineachgroupperformedsignificantlybetterthanthecorresponding3-year-olds.Bothmonolingualgroupsperformedsimilarlyonthetasks,andthebilingualsperformedsignificantlybetterthanthemonolingualgroups,althoughwhenthetwotestingtim
4、eswereexaminedseparately,theyhadonlyanear-significanttendencytoperformbetteratthesecondtestingtime.Possibleexplanationsforthisevidenceofabilingualadvantagearegreaterinhibitorycontrol,greatermetalinguisticunderstanding,andagreatersensitivitytosociolinguisticinteractionswit
5、hinterlocutors.Thestudyofchildrensdevelopingsocialcognitionhasbelieftaskshavebeenmanipulatedinvariousways,andlatelybeendominatedbyresearchinvestigatingchildrensthegeneralpatternofadevelopmentalshiftoccurringunderstandingofthemind.Adults,itisargued,generallyintheoryofmind
6、understandingfromtheagesof3todependonanexplanatoryframework,atheoryofmind,4hasbeenfoundtobeveryrobust.Researchershavewhentheyinterpretotherpeoplesbehaviorsintermsnowbeguntoinvestigatefactorsthroughoutchildrensofinternalmentalstatessuchasintentions,beliefs,anddevelopmentt
7、hatmaybeprecursorstotheabilitytodesires.Thestandardfalse-belieftask,acriticaltestforattributementalstatestopeople.Someinvestigatorstheoryofmindunderstanding,wasusedbyWimmerandhavelookedforcorrelationswithchildrensdevelopingPerner(1983)toexaminechildrensabilitiestopredict
8、theemotionalandsocialunderstanding(Astingtonandthoughtsorbehaviorofsomeoneholdingafalsebelief.InJenkins
