5~8岁儿童“解释性心理理论”的发展

摘要/Abstract

摘要： 理解人们对同一事件可能拥有不同信念的能力称作“解释性心理理论”。研究使用故事—图片法考察5~8岁儿童“解释性心理理论”的初步发展,同时考察这一能力与儿童的言语智力及社交技能的关系。被试为三个年龄组（5岁6个月~6岁5个月;6岁7个月~7岁6个月;7岁8个月~8岁4个月）儿童各20名,男女各半。故事中一个人物是行为者,正在做一个两可动作;另外三个人物是旁观者,分别对行为者持有不同的先前观念（正性偏见、负性偏见、没有偏见）,但都缺乏足够信息来确定行为者的两可动作。使用韦氏儿童智力量表中的常识、类同、词汇和理解四个语言分测验测试语言能力,并请班主任对儿童与同伴交往的社会技能做五点等级评定。结果发现,儿童在8岁左右获得初步的“解释性心理理论”。此时儿童“解释性心理理论”与其语言测验上的得分以及教师对其社交技能的评价之间没有显著相关。

关键词: 社会认知, 心理理论, “复制式”心理理论, 解释性心理理论

Abstract: A picture-story task was used with sixty children aged 5 to 8 to investigate the emergence of their "interpretive theory of mind", and its relations with children's verbal intelligence and social skills. A "constructive, interpretive view of mind" was evident around 8 years old by children's appreciation of the influences of social biases on people's interpretations of ambiguous actions. The "constructive, interpretive view of mind" was shown to be acquired earlier than a "constructivist view of epistemology" (the appreciation that truth is relative). The appearance of children's initial "interpretive theory of mind" did not correlate significantly with either their performance in the Information, Similarity, Vocabulary and Comprehension sub-tests of WPPSI /WISC-CR or teacher's rating of their social skills.

Key words: social cognition, theory of mind, "copy" theory of mind, interpretive theory of mind

中图分类号:

B844

苏彦捷, 王茜. (2003). 5~8岁儿童“解释性心理理论”的发展. 心理学报, 35(增刊), 79-84.

Su Yanjie, Wang Qian. (2003). The Interpretive Theory of Mind in Children Aged 5 to 8. Acta Psychologica Sinica, 35(增刊), 79-84.

参考文献

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