儿童假装游戏中假想角色现象初探

心理发展与教育 ›› 2009, Vol. 25 ›› Issue (2): 8-12,27.

儿童假装游戏中假想角色现象初探

李秀珊, 李红, 雷怡, 孙忻怡, 李秀丽

西南大学心理学院, 教育部人格与认知重点实验室, 中-加联合儿童心理研究中心, 重庆 400715

出版日期:2009-04-15 发布日期:2009-04-15
通讯作者: 李红,西南大学心理学院教授.E-mail:lihong1@swu.edu.cn E-mail:lihong1@swu.edu.cn

An investigation of Imaginary Character in Children’s Fantasy Play

LI Xiu-shan, LI Hong, LEI Yi, SUN Xin-yi, LI Xiu-li

School of Psychology, Southwest University, Key Laboratory of Cognition and Personality of Ministry of Education, Sino-Canada Research Centre for Child Development, Chongqing, 400715, China

Online:2009-04-15 Published:2009-04-15

摘要/Abstract

摘要： 通过对145名4~5岁儿童进行结构式访谈,调查幼儿假装游戏中假想角色现象的概况,包括假想同伴和角色扮演现象。结果如下:42.7%的儿童有假想同伴,绝大多数是玩具形式,女孩更多有假想同伴;男孩倾向于选择动物类型的假想同伴,而女孩倾向于人物类型;假想同伴绝大多为同性别并且比自己年龄小。44.8%的儿童有角色扮演活动,其中男孩倾向于装扮动画中的英雄人物,女孩倾向于装扮现实人物。

关键词: 假想角色, 假想同伴, 角色扮演, 想象力

Abstract: 145 preschoolers aged 4-to 6-years were measured with structured interview to investigate the situation of imaginary character in Chinese children.And the imaginary character included the phenomenon of imaginary companion and impersonation.The results showed that:(1) the phenomena are relatively common in China,42.7% children with imaginary companion,and 44.8% with impersonation.(2) the invisible type of imaginary companion is rare,almost all imaginary companions are personated toys.Most preschoolers think their imaginary companions are younger.Among them,boys tend to animal identity and girls are likely to have the human being type imaginary companion.(3) boys are apt to impersonation,especially impersonating cartoon characters.(4) the children with imaginary characters show higher fantasy than those without participating in imaginative predisposition investigation.

Key words: imaginary character, imaginary companion, impersonation, fantasy

中图分类号:

B844.1

李秀珊, 李红, 雷怡, 孙忻怡, 李秀丽. 儿童假装游戏中假想角色现象初探[J]. 心理发展与教育, 2009, 25(2): 8-12,27.

LI Xiu-shan, LI Hong, LEI Yi, SUN Xin-yi, LI Xiu-li. An investigation of Imaginary Character in Children’s Fantasy Play[J]. Psychological Development and Education, 2009, 25(2): 8-12,27.

参考文献

[1] Taylor M.Imaginary companions and the children who create them.New York:Oxford University Press,1999.
[2] Svendsen M.Children's imaginary companions.Archives of Neurology and Psy chiatry,1934,29:85-999.
[3] Singer D G,Singer J L.The house of make believe:Children's play and developing imaginary.Cambridge,MA:Harvard University,1990.
[4] Taylor M,Cartwright B S,Carlson S M.A developmental investigation of children's imaginary companions.Developmental Psychology,1993,29:276-285.
[5] Gleason T R.Imaginary companions and peer acceptance.Internatinal Journal of Behavioral Development,2004,28:204-209.
[6] Carlson S M,Taylor M.Imaginary Companions and Impersonated Characters:Sex Differences in Children's Fantasy Play.Merrill Palmer Quarterly,2005,51:93-118.
[7] Ames L,Learned J.Imaginary companions and related phenomena.Journal of Genetic Psychology,1946,69:147-167.
[8] Nagera H.The imaginary companion:Its significance for egodevelopment and conflict resolutioin.Psychanal Study Child,1969,24:165-195.
[9] Taylor M,Carlson S M.The characteristics and correlates of fantasy in school age children:Imaginary Companions,Impersonation,and Social Understanding.Develop mental Psychology,2004,40:1173-1187.
[10] Gleason T R,Jaurdi R N,Cheek J M.Imagination,personality,and imaginary companions.Social Behavior and Personality,2003,31:721-738.
[11] Bouldin P.An Investigation of the fantasy predisposition and fantasy style of children with imaginary companions.The Journal of Genetic Psychology,2006,167:17-29.
[12] Overton W F,Jackson J P.The representation of imagined objects in action sequences:A developmental study.Child Development,1973,44:309-314.
[13] Taylor M,Cartwright B S,Carlson S M.A developmental investigation of children's imaginary companions.Developmental Psychology,1993,29:276-285.
[14] Piaget J.Play,dreams,and imitation.London:Routledge & Kegan Paul.1962.
[15] Elder J L,Pederson D R.Preschool children's use of objects in symbolic play.Child Development,1978,49:500-504.
[16] O'Reilly A W.Using Representations:Comprehension and Production of Actions with Imagined Objects.Child Development,1995,66:999-1010.
[17] Manosevitz M,Prentice N M,Wilson F.Individual and family correlates of imaginary companions in pre-school children.Developmental Psychology,1973,8:72-79.
[18] Singer J L.Imagination and waiting ability in young children.Journal of Personality,1961,29:396-413.
[19] Gleason T R,Sebanc A M,Hartup W W.Imaginary companions of preschool children.Developmental Psychology,2000,36:419-428.

相关文章 15

[1]	周海丽, 周晖. 4～7岁儿童基于不同可信度特质和情景的信任判断[J]. 心理发展与教育, 2014, 30(6): 570-576.
[2]	朱颖, 刘亚鹏, 张光珍, 张印平, 梁宗保, 叶明, 邓慧华. 儿童早期情绪性对学步期父母养育方式的影响[J]. 心理发展与教育, 2014, 30(6): 577-584.
[3]	李燕芳, 徐良苑, 吕莹, 刘丽君, 王耘. 母子关系、师幼关系与学前流动儿童的社会适应行为[J]. 心理发展与教育, 2014, 30(6): 624-634.
[4]	卢淳, 郭红力, 司继伟, 孙燕. 不同数字线下儿童与成人分数估计的表征模式[J]. 心理发展与教育, 2014, 30(5): 449-456.
[5]	刘妮娜, 仝文, 闫国利. 4~7岁儿童汉字正字法意识的发展[J]. 心理发展与教育, 2014, 30(5): 457-465.
[6]	陈光辉. 儿童欺负/受欺负与同伴网络的关系：p^*模型分析[J]. 心理发展与教育, 2014, 30(5): 474-481.
[7]	陆凤英, 汤永隆, 曹梦露, 刘晓军. 儿童虐待与戒毒动机：自我概念的中介效应[J]. 心理发展与教育, 2014, 30(5): 527-532.
[8]	马凤玲, 汤玉龙, 郑婷婷, 徐芬. 3~5岁幼儿基于面孔的信任判断的发展[J]. 心理发展与教育, 2014, 30(4): 337-344.
[9]	吴海珍, 赵蕾, 卢英俊. 莫扎特音乐对幼儿时空推理能力影响的研究[J]. 心理发展与教育, 2014, 30(4): 345-354.
[10]	钟佑洁, 李艳华, 张进辅. 儿童攻击行为的短期追踪干预研究：从社会信息加工的角度[J]. 心理发展与教育, 2014, 30(3): 225-233.
[11]	李占星, 曹贤才, 庞维国, 牛玉柏. 6~10岁儿童对损人情境下行为者的道德情绪判断与归因[J]. 心理发展与教育, 2014, 30(3): 252-258.
[12]	古丽努尔·阿扎提, 苏彦捷, 于文. 孤独症个体的谎言理解及其与对自我/他人错误信念理解的关系[J]. 心理发展与教育, 2014, 30(2): 113-120.
[13]	聂晋文, 芦咏莉. 父亲参与对儿童延迟满足能力的影响：儿童性别的调节作用[J]. 心理发展与教育, 2014, 30(2): 121-128.
[14]	郝振, 崔丽娟. 受歧视知觉对流动儿童社会融入的影响：中介机制及自尊的调节作用[J]. 心理发展与教育, 2014, 30(2): 137-144.
[15]	倪士光, 李虹. 流动儿童认同整合与歧视知觉的关系：社会支持和应对方式的作用[J]. 心理发展与教育, 2014, 30(1): 31-38.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed