• 아동학회지
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• 제29권4호
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• pp.65-77
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• 2008

This study investigated differences of display rule by age and gender and the effects of theory of mind and affective perspective taking on display rule. Subjects were 64 4- to 5-year old children. Instruments were false belief, appearance-reality distinction, affective perspective taking, gift-giving, and display rule understanding task. Findings were (1) Display rule understanding differed by age; older children understood the display rules better than younger children. (2) Theory of mind influenced positive display rule behavior. (3) Theory of mind and affective perspective taking had a significant effect on display rule understanding.