采择

Perspective-taking, as a social cognitive ability, is not only tied to the intellectual growth of children, but also plays a tremendous role for children in keeping themselves away from the self-centeredness, establishing a sound peer relationship and forming socially-prone behaviors.

观点采择作为一种社会认知能力，不仅与儿童的智力发展存在一定的联系，更对儿童脱离自我中心、建立良好的同伴关系、亲社会行为的形成与发展起了极大的推动作用。

Preschoolers need these social opportunities to learn to see the point of view of others.

学龄前儿童需要这些与社会接触的机会去学习观点采择能力。

The timing for picking tea leaves deserves careful study.

采择茶叶的时节是十分讲究的.

I propose the following measures for you to choose from.

提出以下几种办法，以供采择。

Perspective-taking is an important factor affecting the empathy for pain.

观点采择是影响疼痛共情的重要因素。

The purpose is to examine the relationship between the development of children's social perspective taking and the development of sharing behavior in prosocial behavior.

考察儿童的社会观点采择与分享行为发展的关系。

The ability of affective perspective-taking predicted the development of emotion regulation.

幼儿的情绪观点采择能力能够预测情绪调节的发展。

Maternal conscientiousness and perspective taking is significantly positively related to responsiveness.

母亲的认真性、观点采择与回应性呈显著正相关。

Influencing factors included cognitive, emotional, and modeling observation.

分享行为的影响因素，如认知因素中的角色采择能力、对社会规范的认知及自我概念等因素；情绪因素和榜样影响等。

In recent years, the psychological theory and perspective-taking have received widespread attentions of researchers, but the study of conceptions of social rules is still weak.

近年来，社会认知中的心理理论及观点采择对儿童同伴关系的研究，已得到了研究者的广泛关注，但在社会规则认知层面上的研究目前还比较薄弱。

Results indicated that children of 6-7 years old have owned definite social perspective-taking ability.

结果表明，儿童在6、7岁时已具备一定的社会观点采择能力；

The results indicated ( 1) the development of social perspective taking, especially cognitive perspective taking had an effect on children ′ s real sharing behavior.

结果发现：（1）社会观点采择的发展对儿童的分享行为有影响，其中主要是认知观点采择对实际分享行为的影响；

Expression identification task and emotional perspective-taking task were used to assess children's understanding of emotion, and their regulation of emotion was surveyed by teacher-rated coping strategies questionnaire.

采用表情识别任务、情绪观点采择任务测查幼儿的情绪理解能力，采用教师评定问卷测查幼儿的情绪调节策略，使用照片社会评价法测查幼儿被同伴接纳的程度。

The belief group was trained on two false belief tasks, the perception group was trained on two visual perspective-taking tasks, and the control group was trained on two number conservation tasks.

信念组训练两个误信念任务，知觉组训练两个视觉观点采择任务，控制组训练两个数量守恒任务。