期刊：
International Journal of Psychology,2016年51(4):393-393 ISSN：0020-7594
作者机构：
[Qi, Yafei; Mo, Shuliang] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
摘要：
The Journal for Specialists in Pediatric Nursing (JSPN) is the international interdisciplinary resource for nurses who specialize in the care of children and families. T=\"I\">JSPN bridges the gap between research and practice by publishing peer-reviewed reliable, clinically relevant, and readily applicable evidence. Evidence includes qualitative and quantitative research, clinical expertise, and the perspectives of children and families. The journal integrates the best evidence with pediatric nurses' passion for achieving the best outcomes.The journal values interdisciplinary perspectives in the care of children and families and publishes a wide variety of peer-reviewed papers on clinically relevant topics. Each feature article concludes with a section titled, “How do I apply this information to nursing practice?” In addition, JSPN columns provide a forum for authors to share their expertise. The concise, information-packed columns are popular with students and educators as well as with clinicians.Coverage in the Journals@Ovid database begins with the January 2004 issue.
期刊：
International Journal of Psychology,2016年51(4):417-417 ISSN：0020-7594
作者机构：
[Liang, Liang; Qi, Yafei; Mo, Shuliang] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
摘要：
The Journal for Specialists in Pediatric Nursing (JSPN) is the international interdisciplinary resource for nurses who specialize in the care of children and families. T=\"I\">JSPN bridges the gap between research and practice by publishing peer-reviewed reliable, clinically relevant, and readily applicable evidence. Evidence includes qualitative and quantitative research, clinical expertise, and the perspectives of children and families. The journal integrates the best evidence with pediatric nurses' passion for achieving the best outcomes.The journal values interdisciplinary perspectives in the care of children and families and publishes a wide variety of peer-reviewed papers on clinically relevant topics. Each feature article concludes with a section titled, “How do I apply this information to nursing practice?” In addition, JSPN columns provide a forum for authors to share their expertise. The concise, information-packed columns are popular with students and educators as well as with clinicians.Coverage in the Journals@Ovid database begins with the January 2004 issue.
作者机构：
[Mo Shuliang] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Mo Shuliang] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Su Yanjie; Xiu Jiaming; Mo Shuliang] Peking Univ, Dept Psychol, Beijing 100871, Peoples R China.;[Sabbagh, Mark A.] Queens Univ, Dept Psychol, Kingston, ON K7L 3N6, Canada.
通讯机构：
[Mo Shuliang] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
False belief understanding;False representation;Sentential complement;Training, language
摘要：
We conducted a training study to better understand how Chinese Mandarin-speaking preschoolers' facility with sentential complement grammatical constructions affects performance on false belief tasks. Eighty-four Mandarin-speaking Chinese 3-4-year-olds who were initially unsuccessful on false belief tasks were randomly assigned to four training conditions. Two involved training on sentential complement structures, one involved training on understanding of false representations, and one was a control condition that involved no specific training. Participants who received training on sentential complements with communication verbs performed significantly better on false belief posttests than those in the control group. Children in the false representation training group did not show improvement in the sentential complement tests. The findings suggest facility with sentential complement grammatical structures can promote false belief reasoning. However, explicit false belief understanding can emerge even when children have little competence with sentential complement constructions. (c) 2013 Elsevier Inc. All rights reserved.
