从假装到心理表征理论:假装认识训练的影响

摘要/Abstract

摘要： 研究探究假装情境及假装认识对幼儿心理理论(Theory of mind)发展的影响。实验一考察60名3~4岁幼儿在假装情境下的信念认识任务中的表现,发现幼儿对假装的早期认识的出现要早于对信念的认识的出现,假装情境对幼儿的信念认识没有直接促进作用。实验二对42名在信念认识任务上表现不佳的幼儿进行假装认识训练,结果发现假装认识训练促进了幼儿的信念认识,促进效应须经历一段时间才显现。研究支持假装认识在心理理论发展中具有重要作用的假设,但潜在作用机制仍有待进一步探究。

关键词: 心理理论, 假装情境, 假装经验, 错误信念认识, 训练迁移

Abstract: The possible developmental relations between pretend play and theory of mind (ToM),and the possible influence of pretense training experience on young children's development of ToM were investigated in the study.The study consisted of two experiments.In experiment 1,the performances in standard ToM tasks and in ToM tasks in nested in pretend context in 60 children aged 3 4 were examined and compared.It showed that young children's memory of formerly pretense was better than their memory of formerly belief,but the immediately facilitating effect of pretense context on children's performance in ToM tasks was not found.In experiment 2,21 young children who failed in the standard ToM tasks received 2 weeks' pretense training,and then participated in ToM tasks with different materials.It showed that,compared with controlled group of children who received only language form training,pretense training enhanced young children's performance on ToM tasks.Thus,it seemed that pretend play might pave the way for ToM development.

Key words: theory of mind, pretense context, pretense experience, false belief understanding, training transfer

中图分类号:

B844.1

邓赐平, 刘明. 从假装到心理表征理论:假装认识训练的影响[J]. 心理发展与教育, 2008, 24(3): 1-8.

DENG Ci-ping, LIU Ming. From Pretense to Representative Theory of Mind: Effect of Pretense-Understanding Training[J]. Psychological Development and Education, 2008, 24(3): 1-8.

参考文献

[1] Leslie A.Pretense and representation in infancy:The origin of "theory of mind." Psychological Review,1987,94,412-426.
[2] Harris P L.Understanding pretense.In C.Lewis and P.Mitchell (Eds.),Children's early understanding of mind:Origins and development.Hillsdale,NJ:Erlbaum,1994,235-260.
[3] Lillard AS.Body or mind:Children's categorizing of pretense.Child Development,1996,67,1717-1734.
[4] 邓赐平,桑标,缪小春.程式知识与幼儿心理理论的发展关系.心理学报,2002,34(6),596-603.
[5] Gottffried O M,Hickling A K,Totten L R,et al.To be or not to be a Galaprock:Preschoolers' intuitions about the importance of knowledge and action for pretending.British Journal of Development Psychology,2003,21,397-414.
[6] Rakoczy H,Tomasello M,Striano T.Young children know that trying is not pretending:A test of the "Behaving-As-If" construal of children's early concept of pretense.Developmental Psychology,2004,40(3),388-399,
[7] Ma L,Lillard A S.Where is the real cheese? Young children's ability to discriminate between real and pretend acts.ChildDevelopment,2006,77(6),1762-1777.
[8] Sabel D M.Children knowledge of the relation between intentional action and pretending.Cognitive Development,2007,22,130-141.
[9] Onishi K H,Baillargeon R,Leslie A M.15-mouth-old infants detect violations in pretend scenarios.Acta Psychalogica,2007,124,106-128.
[10] Onishi K,Baillargeon R.Do 15-month-old infants understand false beliefs? Science,2005,308 (8 April),255-258.
[11] Cassidy K W.Preschoolers' use of desire to solve theory of mind problems in a pretense context.Developmental Psychology,1998,34,503-511.
[12] Howe N,Petrakos H,Rinaldi C,et al."This is a bad dog,you know...":constructing shared meanings during sibling pretend play.Child Development,2005,76(4):783-794.
[13] Friedman O,Leslie A M.The conceptual underpinnings of pretense:Pretending is not ‘behaving-as-if'.Cognition,2007,105(1),103-124.
[14] Zerwas S.Imagination in motion:Pretense representation as perceptual simulation.University of Pittsburgh,doctar dissertation,2007.
[15] Gordnn R M.‘Radical'simulationism.In P.Carmthers & P.K smith (Eds.),Theories of theories of mind.Cambridge:Cambridge University Press,1996,11-21.
[16] Flavell J H.The development of children's knowledge about the mind:From cognitive connections to mental representation.In J.W.Astington,P.L.Harris,& D.R.Oloon (Eds.),Developing theories of mind.New York:Cambridge University Press,1988,244-270.
[17] Pemer J.Understanding the representational mind.Cambridge,MA:MIT Press,1991.
[18] Wellman H M.The child's theory of mind.Cambridge,MA:The MIT Press.1990.
[19] Mitchell P.Realism and early conception of mind:A synthesis of phylogenetic and ontogenetic issues.In C.Lewis and P.Mitchell (Ede.),Children's early understanding of mind.Hove UK:Lawrence Erlhaum,1994,19-46.
[20] Hickling A K,Wellmam H M,Gottfried G M.Preschoolers' understanding of others' mental attitude toward pretense.British Journal of Developmental Psychology,1997,15,339-354.
[21] Flavell J H,Flavell E R,Green F L.Young children's knowledge about the apparent-real and pretend-real distinction.Developmental Psychology,1987,23,816-822.
[22] Lillard A S,Flavell J H.Young children's preference for mental state versus behavioral descriptions of human action.Child Development,1990,61,731-741.
[23] Gopnik A,Slaughter V.Young children's understanding of change in their mental states.Child Development,1991,62,98-110.
[24] Carey S.Conceptual change in childhood.Cambridge,MA:MIT Press,1985.
[25] Slaughter V,Gopnik A.Conceptual coherence in the child's theory of mind:Training children to understanding belief.Child Development,1996,67,2967-2988.
[26] Melot A,Angeard N.Theory of mind:is training contagious? Developmental Science,2003,6(2):178-184.
[27] Hale C M,Tager-Flusburg H.The influence of language on theory of mind:a training study.Developmental Science,2003,6(3),346-359.
[28] Karmiloff-Smith A.Beyond modularity:A developmental perspective an cognitive science.Cambridge,MA:MIT Press,1992.
[29] Freeman N H,Lacohee H.Making explicit 3-year-olds' implicit competence with their own false beliefs.Cognition,1995,56,31-60.

相关文章 15

[1]	刘艳春, 邓玉婷, 张曦. 智力障碍儿童对不同对象的分享行为：心理理论的作用[J]. 心理发展与教育, 2024, 40(2): 160-168.
[2]	严益霞, 刘颜蓥, 丁芳. 心理理论与社会互动方式对初中生社会善念发展的影响[J]. 心理发展与教育, 2022, 38(4): 485-494.
[3]	葛国宏. 成人依恋与心理理论的关系:认知融合与经验性回避的中介作用[J]. 心理发展与教育, 2022, 38(2): 223-235.
[4]	肖雪, 刘璐, 刘丽莎, 徐良苑, 张旭然, 李燕芳. 内群体偏爱与儿童基于贡献的分配公平性:心理理论的调节作用[J]. 心理发展与教育, 2021, 37(4): 498-507.
[5]	王笑楠, 郝洋, 苏彦捷. 竞争和合作对学龄前儿童分配模式的影响:心理理论和抑制控制的作用[J]. 心理发展与教育, 2019, 35(4): 385-392.
[6]	苏彦捷, 于晶. 执行功能与心理理论关系的元分析: 抑制控制和灵活转换的作用[J]. 心理发展与教育, 2015, 31(1): 51-61.
[7]	徐芬, 郭筱琳, 张佳. 3~4岁幼儿谎言概念理解的特点及心理理论、父母教养方式的作用[J]. 心理发展与教育, 2013, 29(5): 449-456.
[8]	童薇, 阳泽, 张霞. 幼儿心理理论与时序记忆的关系——来自时序记忆分离的证据[J]. 心理发展与教育, 2012, 28(3): 248-254.
[9]	刘岩, 杨丽珠, 邓晨曦. 幼儿预见能力的发展及与抑制控制、心理理论的关系[J]. 心理发展与教育, 2012, 28(1): 1-8.
[10]	刘娟, 李红. 5～8岁儿童二级信念-愿望推理能力的发展[J]. 心理发展与教育, 2010, 26(3): 233-238.
[11]	刘娟, 李红. 5～8岁儿童二级信念-愿望推理能力的发展[J]. 心理发展与教育, 2010, 26(3): 233-238.
[12]	刘娟, 李红. 5～8岁儿童二级信念-愿望推理能力的发展[J]. 心理发展与教育, 2010, 26(3): 233-238.
[13]	张晶晶, 胡清芬. 错误信念任务中的知识偏差[J]. 心理发展与教育, 2010, 26(2): 210-214.
[14]	赵婧, 王璐, 苏彦捷. 视觉观点采择的发生发展及其影响因素[J]. 心理发展与教育, 2010, 26(1): 107-111.
[15]	张婷, 李红, 曾维希, 张莉, 廖渝. 3～6岁儿童信念理解能力的发展研究[J]. 心理发展与教育, 2009, 25(4): 15-20.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed