摘要
采用二级错误信念任务、失言理解任务分别考察了90名7-9岁学龄儿童心理理论的发展。结果表明,7岁组儿童在二级错误信念和失言理解任务上的成绩与8岁组、9岁组存在显著差异,但8岁组和9岁组儿童之间没有显著差异,提示8岁可能是个体心理理论发展的又一个转折点。三组被试在二级错误信念理解上的成绩显著高于失言理解任务上的成绩,在控制年龄后,他们在两种心理理论任务上的成绩显著相关。另外,失言任务中三种心理状态理解的得分两两相关。综合以上结果,在学龄期,心理理论仍有质的发展,且心理理论的信念、情绪和意图等核心概念仍然相互关联。
Second-order false belief （FB） tasks and Faux pas tasks were used to explore the development of theory of mind （TOM） in 90 children aged 7-9. The results showed significant differences existed between children aged 7 and 8 and between children aged 7 and 9, but not between children aged 8 and 9. All children performed better on second-order FB tasks than on faux pas tasks. Moreover, the scores on the two tasks correlated significantly （age controlled）. In sum, 8 years of age was another turning point in ToM and the concepts （belief, emotion, intention） of theory of mind correlated each other during 7 to 9 years of age.
出处
《心理发展与教育》
CSSCI
北大核心
2008年第3期15-20,共6页
Psychological Development and Education
基金
国家自然科学基金资助项目(30770728)
北京自然科学基金资助项目(7072036)
关键词
二级错误信念
失言理解
儿童
second-order false belief
faux pas understanding
children.
