The Relationship Between Complements Syntax, Visual Perspective-taking And Theory Of Mind In Children With Mental Retardation

Theory of mind has become one of the hot topics in the field ofchildren’s social cognitive since it was put forward in1980s. After thirtyyears’ development, the research areas of children’s theory of mindinclude desire,belief,pretend emotion and so on. However, A falsebelief has been to the master of the measure of the development ofthe theory of mind, and it is controversial on whether it is a suitablemeasure mode to children’s master of theory of mind.Because the falsebelief has a higer demand to children’s language development ability.But for the limit of laguage ability, the very young children can’t reallyunderstand the false belief. Besides, theory of mind extends more,except for the false belief, it includes desire, belief,emotion and soon.how the children gradually get the theory of mind? At present, thereis no final conclusion on the relationship between theory of mind andthe other factors,especially languange. Recently,many scholars focuson the relationship between psychological state verbs complementssyntax and theory of mind. Theory of mind and visual perspective-takingare required to thinking from others angles, between which therelationship causes the writer’s thinking. Whether visualperspective-taking and complements syntax could influence thedevelopment of theroy of mind together, which needs to be futherproved.At present, the research on the mind theory has got some remarkleresult in the domestic. However, the research on the step to children’smaster of theory of mind is just a little, let alone the study on the mentalretarded children. Therefore, this research will be devoted to the studyof the theory of mind development mode of metal retarded children indomestic, and combined with the research on the relationshipbetween complements syntax, visual perspective-taking and theory of mind, in the hope of finding a new way for the research on children’scognitive areas.After these anlysis, we can get the following conclusions：In general,the theory of mind’s development, visual perspective-taking, andcomplements syntax ability of metal retarded children aged from sevento fifteen, is in a rising trend along with the age. Difficulty levels fromhigh to low in turns are conflict desire, belief, visual perspective-taking,complements syntax, and false belief. The students who own differentcomprehensive ability between complements syntax and visualperspective-taking will score significant difference in the storage andoutput of kownledge and false belief. Belief complements syntax, theability of second visual perspective-taking, and desire complementssyntax could forecast the development level of false belief.During the theory of mind development process, the developmentorder of the mental retarded children in turns are conflict desire, conflictbelief, the storage and output of knowledge, ancident content andpalce transfer. The age of there peaks during the theory of minddevelopment are nine, eleven, and forteen. Before nine, the metalretarted children’s conflict desire and conflict belief develop rapidly,and the prior to the former. When they are about thirteen, theirunderstanding of conflict belief reaches conflict desire. However, theycan’t understand the storage and output of knowledge, ancidentcontent and palce transfer, until ten.On the complement syntax, the mental retarded children have aprior understanding to desire complement syntax than beliefcomplement syntax. From ten to twelve is the key time for thedevelopment of desire complement syntax, but belief complementsyntax keeps in a steady growth trend.On visual perspective-taking, the mental retarded children have abetter understanding of level one than level two. When they are during thirteen to fifteen, the development level of the two level is toagreement.The mental retarded children aged seven to fifteen, whosedevelopment in mind thoery, visual perspective-taking, andcomplement syntax had obvious difference in age group, but nodifference in sex and the interactive effect of sex and age.The mental retarded children, in different areas and schools,generally have different development level in conflict desire, accidentcontent, and mind theory. However, the tasks on the other aspect oftheroy of mind, the complement syntax, and visual perspective-takinghave no obvious difference.