摘要
为了说明学龄儿童心理理论与执行功能的关系，研究采用失言理解、威斯康星卡片分类和汉诺塔任务分别考察了90名7—9岁儿童的心理理论和执行功能。结果表明，失言理解与抑制-转换能力相关显著（r=0．34，P〈0．01），但是与计划能力相关不显著（r=0．06，P〉0．05）。在控制年龄后，失言理解与抑制-转换能力的相关仍然显著（r=0．29，P〈0．05）。研究结果说明，学龄儿童心理理论与执行功能的相关模式与学龄前儿童完全一致，提示心理理论与执行功能的相关关系从学龄前延续到了学龄阶段。
To illuminate the relationship between theory of mind and executive function after passing the false belief task, Faux pas tasks, Wisconsin Card Sorting Test, and Tower of Hanoi tasks were used to explore theory of mind and executive function in 90 chidren of 7 to 9 years olds. The results showed the scores on faux pas tasks correlated significantly with the performances on the Wisconsin Card Sorting Test （ r =0.34, p 〈 0.01 ）, but not on Hanoi tasks （ r = 0.06, p 〉 0.05 ）. Significant partial correlations （ age controlled） also existed between faux pas understanding and inhibition - shift ability （ r = 0.29, p 〈 0.05 ）. The pattern of relationship between theory of mind and executive function in children of school age was the same to that in preschoolers. These results suggested that the correlation between theory of mind and executive function might extend from preschoolers to children of school age.
出处
《心理学探新》
CSSCI
北大核心
2008年第3期23-26,共4页
Psychological Exploration
基金
国家自然科学基金项目(30770728)
北京市自然科学基金项目(7072036)
关键词
心理理论
失言理解
执行功能
抑制-转换能力
计划能力
theory of mind
faux pas understanding
executive function
inhibition - shift ability
plan ability
