摘要
【目的】为了比较5～6岁儿童中,有假想伙伴的儿童与没有假想伙伴的儿童在想象和现实的区分能力上是否有区别。【方法】随机选取了34名5～6岁的被试儿童。首先采用了"双向访谈法"确定哪些儿童存在假想伙伴,随后对所有被试进行了想象和现实区分任务的施测。【结果】在34名被试儿童中,有14名存在假想伙伴的心理现象,且有假想伙伴的儿童在想象和现实区分任务的表现上,要明显好于没有假想伙伴的儿童,其想象和现实区分能力更强。【结论】假想伙伴有可能是促进儿童想象和现实区分能力发展的重要因素。
[Objective] To explore the influences of imaginary companions on the 5-6 years old children＇s ability of distinguishing between imagination and reality. [Methods] A total of 34 children aged 5-6 years old were selected ran- domly. The method called ＂double-interview process＂ was used to determine the children who had the psychological phenomenon called imaginary companions,the result of which was that 14 of them with the imaginary companions, accounting for 41.2% of the total. Secondly all the children were given a task to distinguish between imagination and reality. [Result] The results showed that the children who had imaginary companions performed much better in the task of distinguishing between imaginalion and reality. [Conelusion] Imaginary companions may be one of the important factors which can improve the children＇s ability of distinguishing between imagination and reality.
出处
《中国儿童保健杂志》
CAS
北大核心
2013年第6期607-609,共3页
Chinese Journal of Child Health Care
关键词
假想伙伴
想象和现实区分能力
学前儿童
imaginary companions
the ability of distinguishing between imagination and reality
preschool children
