摘要
本研究对123名3-5岁幼儿心理理论的发展及与同伴接纳的关系进行了考察。研究采用同伴提名法将幼儿分成四种不同的同伴类型:受欢迎、被拒绝、被忽视和一般型;采用四种心理理论任务,逐个测查了幼儿的心理理论能力;采用《儿童心理综合量表》的言语—叙述和言语—词汇两个部分,对幼儿的言语能力进行了评定。结果表明:4岁到4岁半是幼儿心理理论快速发展的时期;受欢迎儿童在心理理论任务上的表现得分最高,其次是一般型,被忽视型、被拒绝型得分最低。控制言语后的协方差分析表明,言语对心理理论的表现有显著主效应,但同伴地位对心理理论表现的主效应不再显著。对社会偏好的回归分析表明,心理理论总分能够较好地预测幼儿的社会偏好分。
This study probed into the development of theory of mind and relations between ToM and peer acceptance. In this study, 123 young children of 3 -5 who were selected by providing peer nominations are classified in four peer status groups： popular, rejected, neglected and average to test their ToM abilities by adopting four types ToM tasks and their verbal ability by ＂language - narration＂ and ＂language - vocabulary＂ of PSSC - CCR. The results show that children＇ s ToM ability develops rapidly during 4 to 4.5 years old. Popular children are found to score the highest in ToM tasks, the average second, the neglected, the rejected the lowest. The covariance analysis with verbal scores controlled reveals that verbal ability has a significant effect on ToM, but peer status has no independent effect on ToM. The stepwise regression analyses to social preference and social impact reveals that total scores of ToM is a significant predictor of social preference.
出处
《西安文理学院学报（社会科学版）》
2006年第4期108-112,共5页
Journal of Xi’an University(Social Sciences Edition)
关键词
幼儿
心理理论
同伴接纳
young children, theory of mind, peer acceptance
