3～5岁幼儿错误信念理解能力的发展趋势

摘要/Abstract

摘要： 基于以往支持心理理论执行功能表达论的研究结果,对标准错误信念任务修正后采用阶段性错误信念任务,运用实验法对101名3~5岁儿童进行研究。结果发现:(1)新任务保留了标准错误信念任务的优势,能勾勒出幼儿错误信念理解能力的发展趋势;(2)3~5岁儿童表现出不同层次和水平的错误信念理解能力;(3)具体分析儿童错误信念的理解能力发展的心理模式,发现每一年龄组具有的错误信念理解能力,都是其更高水平能力发展的基础,支持表达论。

关键词: 阶段性错误信念任务, 元表征, 表达论, 产生论, 幼儿

Abstract: This study,based on the previous research results supporting expression accounts,used phased false-belief task to explore development trend of young children's false-belief understanding.101 3-to 5-year-olds participated in this study,and method of experiment was conducted.Results suggested that (1) This new task reserved the advantages of classical false belief task and it could outline the development trend of young children's false-belief understanding.(2) 3-to 5-year-old children had different levels of false-belief understanding.(3) By analyzing these children's development models,it was found that false-belief understanding of each age group was the base of their further development,which supported expression accounts.

Key words: phased false-belief task, metarepresentation, expression accounts, emergence accounts

中图分类号:

B844.1

李艳玲, 陈英和. 3～5岁幼儿错误信念理解能力的发展趋势[J]. 心理发展与教育, 2009, 25(2): 1-7.

LI Yan-ling, CHEN Ying-he. Development Trend of False-belief Understanding among 3-to 5-Year-Olds[J]. Psychological Development and Education, 2009, 25(2): 1-7.

参考文献

[1] Premack D.Woodruff G.Lbes the chimpanzee have a theory of nund ?Behavioral and Brain Sciences.1978.1(4):515-526.
[2] 陈英和.崔池丽.土雨晴幼儿心理理论与情绪理解发展及关系的研究心理科学.2005,28 (3):527-532.
[3] 邓赐平.桑标.缪小春儿童早期"心理理论"发展训究中的儿个基本问题心理科学.2000,23 (4):399-405.
[4] 罗杰.卿素兰心理理论研究的起源与进展湖北大学学报(哲学社会科学版).2005.32 (5):578-582.
[5] Freeman N H.Associations and dissociations in theories of nund.UK:University of Bristol press.1994:99-107.
[6] Bloom P.Cirnnan T P.Two rearons to abandon the false belief task as a test of theory of nund.Cognition.2000.77 (I):25-3.
[7] 王江洋学前儿童心理理论与抑制性控制关系训究进展辽宁帅范大学学报:社会科学版.2003,26 (I):38-42.
[8] Russell J.Mauthner N.Shape S et al.The ‘windows task' as a measure of strategic deception in preschoolers and autistic subjects.British Journal of Developmental Psycla}logy.1991.9 (2):331-349.
[9] Russell J.Agency:its role in mental development.1996.Fbve.UK:Erlbaum.
[10] Moses L J.Executive accounts of theory-of- mind development.Child Development,2001,72 (3):688-690.
[11] Freeman N H,Lewis C,Doherty M J.Preschoolers' grasp of a desire for knowledge in false belief Prediction:practical intelligence and verbal report.British Journal of Developmental Psychology,1991,9 (1):139-157.
[12] Siegal M,Beattie K.Where to look first for children's knowledge of false beliefs.Cognition,1991,38 (1):1-12.
[13] Moses L J.Young children's understanding of belief constraints on intention.Cognitive Development,1993,8 (1):1-25.
[14] Surian L,Leslie A M.Competence and performance in false belief understanding:a comparison of autistic and three year old children.British Journal of Developmental Psychology,1999,17 (1):141-155.
[15] Zaitchik D.Is only seeing really believing? Sources of true belief in the false belief task.Cognitive Development,1991,6 (1):91-103.
[16] Clements W,Perner J.Implicit understanding of belief.Cognitive Development,1994,9 (4):377-395.
[17] We11man H M,Cross D,wastson J.Meta analysis of theory of mind development.The truth about false belief.Child Development,2001,72 (3):655-684.
[18] Sabbagh M A,Moses L J,Shiverick S.Executive functioning and preschoolers' understanding of false beliefs,false photographs,and false signs.Child Development,2006,77 (4):1034-1049.
[19] Freyd J.Dynamic mental representations.Psychological Review,1987,94 (4):427-438.
[20] 张婷,吴睿明,李红等.不同维度的执行功能与早期心理理论的关系.心理学报,2006,38 (1):56-62.
[21] 王益文,张文新.3～6岁儿童"心理理论"的发展.心理发展与教育,2002,18 (1):11-15.
[22] 隋晓爽,苏彦捷.对心理理论两成分认知模型的验证.心理学报,2003,35 (1):56-62.
[23] Sabbagh M A,Xu F,Carlson S M et al.The Development of Executive Functioning and Theory of Mind:A Comparison of Chinese and U.S.Preschoolers.Psychological Science,2006,17 (1):74-81.
[24] Naito M,Koyama K.The development of false beliefunderstanding in Japanese children:Delay and difference? International Journal of Behavioral Development,2006,30 (4):290-304.
[25] Wellman H,Fang F,Liu D et al.Scaling of theory of mind understandings in chinese children.Psychological Science,2006,17 (12):1075-1081.

相关文章 15

[1]	高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824.
[2]	王英杰, 栾金鑫, 李燕. 母亲养育压力与幼儿焦虑的关系:亲子冲突的中介作用和母亲正念的调节作用[J]. 心理发展与教育, 2023, 39(5): 702-709.
[3]	张文洁, 范增, 黎蕾, 刘毅, 钟毅平. 接受对象的常规行为与资源需求对5～6岁幼儿分享行为的影响[J]. 心理发展与教育, 2023, 39(4): 465-472.
[4]	牛湘, 冉光明. 同伴关系与幼儿问题行为关系的三水平元分析[J]. 心理发展与教育, 2023, 39(4): 473-487.
[5]	刘双, 李梅, 冯晓杭, 张向葵. 幼儿掌控动机与能力关系的纵向研究:任务类型与气质的调节作用[J]. 心理发展与教育, 2023, 39(2): 161-172.
[6]	王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.
[7]	刘晓洁, 李燕. 母亲感知的共同教养对幼儿行为问题的影响：一个有调节的中介模型[J]. 心理发展与教育, 2022, 38(5): 626-634.
[8]	张和颐, 洪秀敏. 家庭认知环境与0~3岁婴幼儿发展的关系:有调节的中介效应[J]. 心理发展与教育, 2022, 38(2): 178-185.
[9]	王薇, 贡德英, 程春, 陈科, 李永鑫, 闫晶晶. 5～7岁自闭症谱系障碍幼儿数感的特点[J]. 心理发展与教育, 2021, 37(6): 818-825.
[10]	刘田田, 李燕, 李有嘉, 姜新苗. 父母协同教养与学前儿童社会行为的关系:亲子关系和同胞关系的链式中介作用[J]. 心理发展与教育, 2021, 37(5): 638-647.
[11]	周思妤, 王艺卓, 李晓巍. 幼儿园新教师学历与离职意向的关系:入职适应、工作满意度的多重中介作用[J]. 心理发展与教育, 2021, 37(5): 675-682.
[12]	贺晓玲, 陈俊, 刘灵, 张甜. 3~5岁幼儿职业声望垂直空间、大小双重隐喻发展[J]. 心理发展与教育, 2021, 37(4): 457-464.
[13]	李占星, 朱莉琪. “它”是所有者吗？幼儿对所有权主体的理解[J]. 心理发展与教育, 2021, 37(4): 465-471.
[14]	郑晨烨, 黄焰, 王静梅, 姜存对, 卢英俊. 面孔线索对4~6岁幼儿真人与卡通面孔记忆的影响[J]. 心理发展与教育, 2021, 37(4): 472-480.
[15]	施芳婷, 郑晨烨, 颜秀琳, 陆露, 王静梅, 邸波, 卢英俊. 5~6岁幼儿对不同文化背景卡通面孔再认的眼动研究[J]. 心理发展与教育, 2021, 37(3): 323-334.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed