Mental Verb Development In Middle Childhood And Adult

Young children's theory of mind has become a hot issue in cognitive development since last two decades. The research themes related to TOM involve a wide range. Preschoolers are at the beginning of mental verb cognition development. According to the theory of mind, children's mental verb development will keep developing after the preschool period. This study explored how primary school children's mental verbal develops during their grown-up through 4 kinds of experiments.Four experiments examined the development of the organization of mental verbs of knowing of middle childhood. In the first experiments, children and adults rated the similarity of pairs of mental verbs in terms of the way they felt they used their mind in each one. Experiment 1 used 61 third grade children and 62 fifth grade primary school children, and 62 adults. In Experiment 2, the third and fifth graders were classified according to their cognitive monitoring ability. Fifteen comprehension monitoring and 15 nonmonitoring children were used, and 33 adults also participated. Multidimensional scaling analyses of each group's ratings indicated that participants distinguished mental verbs according to the certainty aspects and information processing aspects of mental activity. Older children and comprehension monitors placed greater emphasis on the certainty aspects of mental activity than younger children and comprehension nonmonitors.There were 3 major changes with development: The first major change in children's understanding of the mental verb development was the greater importance that children came to focus on the constructive processing aspects of mental activities with age. The second major change between childhood and adulthood in the understanding of mental verb development was a development in the understanding of the extensiveness and interrelatedness of memory and comprehension. The third major change that was noted was the development understanding of the active role of memory in input functions.Together, these findings suggest that in Chinese context, there're many differences between children and adults in the organization of mental verb, and...