2-5岁儿童心理理论发展的实验研究
摘要
儿童“心理理论”的发展是当前发展心理学中最热门、最活跃的研究领域之一。国内对于儿童心理理论的发展虽进行了一些研究，但由于各自使用的任务、材料及指导语的差异，得到的结论并不完全一致，系统的研究也不多见。
本研究通过采用“意外内容任务”、“心理物理任务”、“所见即所知任务”、“情绪识别任务”和“意外地点任务”五种测验任务对157名2-5岁儿童“心理理论”的发展进行了比较系统的研究，而且还探讨了各种测验任务的相关性。研究结果表明：
(1)2-5岁儿童的心理理论随年龄增长而不断发展，4岁是儿童获得“心理理论”的关键年龄；
(2)儿童的心理理论的发展不存在性别差异；
(3)儿童在各项心理理论任务上的得分之间存在一定的相关(除了所见即所知任务仅与意外内容任务相关，与其他任务相关不显著外)，这表明各项心理理论测验任务间存在内在一致性。
The research on the development of theory of mind (ToM) of children is one of the hottest, most active researches in developmental psychology at present. Although some domestic studies have paid attention to this, the results are not totally unanimous, because of different tasks, materials and instructions were employed in these researches, and systematic research is still rare.
This study involved five tasks: "unexpected content task", "mental-physical distinction task", "seeing leads to knowing task", "emotion identified task" and "unexpected location task", the development of "ToM" of 157 children who are 2-5 years old is investigated, so is the correlations between these tasks. The results of research show:
(1)" ToM " of 2-5 years old children develop constantly, and 4 years old is the key age in obtaining "ToM";
(2)The development of children's "ToM " does not have gender differences;
(3)Correlations exist between the five tasks except that " Seeing leads to knowing task " only correlate with " unexpected content task ", this indicates that inherent consistency exists among five tasks.
本研究通过采用“意外内容任务”、“心理物理任务”、“所见即所知任务”、“情绪识别任务”和“意外地点任务”五种测验任务对157名2-5岁儿童“心理理论”的发展进行了比较系统的研究，而且还探讨了各种测验任务的相关性。研究结果表明：
(1)2-5岁儿童的心理理论随年龄增长而不断发展，4岁是儿童获得“心理理论”的关键年龄；
(2)儿童的心理理论的发展不存在性别差异；
(3)儿童在各项心理理论任务上的得分之间存在一定的相关(除了所见即所知任务仅与意外内容任务相关，与其他任务相关不显著外)，这表明各项心理理论测验任务间存在内在一致性。
The research on the development of theory of mind (ToM) of children is one of the hottest, most active researches in developmental psychology at present. Although some domestic studies have paid attention to this, the results are not totally unanimous, because of different tasks, materials and instructions were employed in these researches, and systematic research is still rare.
This study involved five tasks: "unexpected content task", "mental-physical distinction task", "seeing leads to knowing task", "emotion identified task" and "unexpected location task", the development of "ToM" of 157 children who are 2-5 years old is investigated, so is the correlations between these tasks. The results of research show:
(1)" ToM " of 2-5 years old children develop constantly, and 4 years old is the key age in obtaining "ToM";
(2)The development of children's "ToM " does not have gender differences;
(3)Correlations exist between the five tasks except that " Seeing leads to knowing task " only correlate with " unexpected content task ", this indicates that inherent consistency exists among five tasks.
引文
[1] 郭本禹主编：当代心理学的新进展，山东教育出版社，2003版
[2] Leekam S R. Children's understanding of mind. In M Bennett.(Ed.) The child as psychologist:An introduction to the development of social cognition. New York: Harrester Wheatsheaf,1993
[3] 邓赐平，桑标，缪小春，儿童早期“心理理论”发展研究中的几个基本问题，心理科学，2000，23(4)：399-509
[4] 徐芬，包雪华，儿童“心理理论“及其有关欺骗研究的新进展，心理发展与教育，2000(2)：53-56
[5] Happe. F. G. E. & Winner. E. The getting wisdom: Theory of mind in old age,1995:188-230
[6] Astington J W. Theory of Mind Goes to School. Educational Leadership,1998,56:46～48
[7] Flavell J H. Cognitive Development: Children's Knowledge about the Mind. Annual Review of Psychology,1999,50:21-45
[8] 黄天元，林崇德，关于儿童特质理解的心理理论研究，心理科学进展，2003，11(2)：184-190
[9] 王桂琴，方格，毕鸿燕，杨小冬，儿童心理理论的研究进展，心理学动态，2001，9(2)：129-135
[10] Wimmer H, Perner J. Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 1983,13:103-128
[11] 丁芳，刘大文，儿童心理理论的发展，烟台师范学院学报(哲学社会科学版)，2003，20(2)：70-74
[12] Susan Leekam Children's understanding of mind [A]. M. Bennett(E d.), The child as psychologist: An introduction the development of social cognition [C].New York: Harvester Wheatsheaf,1993.
[13] Alexandra L Cutting & Judy Dunn. Theory of mind, emotion understanding,language,and family background:individual differences and interrelations[J]. Childr development,1999(70):853-865
[14] 莫书亮，苏彦捷，心理理论和语言能力的关系，心理发展与教育，2002(2)：85-90
[15] 陈英和，姚端维，郭向和，儿童心理理论的发展及其影响因素的研究进展，心理发与教育，2001(3)：56-59
[16] 陈英和，儿童早期心理洞察力的发展[J]，心理科学，1999，22(4)：314 317
[17] Chandler, M.J.,& Hala,S.The role of personal involvement in the assessment of early false believe skills.In Lewis & P.Mitchell(Eds.),Children's early understanding of mind: Origins and development 1994:403 425
[18] Sullivan, K.,& Winner, E. Three year olds'understanding of mental states: The in fluence of trickery.Journal of Experimental Child Psychology,1993;9:159 171
[19] Ruffman, T.,Olson, D. R.,Ash, T., & Keenan. T.The A B Cs of deception: Do young children understand deception the same way as adult? Developments Psychology, 1993;29:74 87
[20] 陈英和，姚端维，虚误信念理解的研究视角及其机制分析，心理科学，2001，24(6)：704-706：39-43
[21] Flavell. J. H. Development of children's knowledge about the mental world. The international Journal of Behavioral Development.2000,24(1):15-23
[22] 张文新，儿童社会性发展，北京师范大学出版社1998版
[23] Ann Birch. Developmental psychology: From infancy to adulthood [M]. London: Macmillan, 1997:191-199
[24] Gopnik, A. and A. N. Meltzoff. Words, Thoughts and Theories. MIT Press, 1997
[25] 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(1)：11-15
[26] 邓赐平，桑标，缪小春，幼儿心理理论发展的一般认知基础-不同心理理论任务表现的特异性与一致性，心理科学，2002，25(5)：531-638
[27] 刘明，邓赐平，桑标，幼儿心理理论与社会行为发展关系的初步研究，心理发展与教育，2002(2)
[28] 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
[29] 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
[30] 陈寒，胡克祖，心理理论研究的理论整合及其发展述评，辽宁师范大学学报(社会科学版)，2003，26(5)：64-69
[31] 王玲凤，幼儿心理理论的研究成果及其教育启示，学前教育研究，2003(4)：5-6
[32] Wellman,H. M. and Estes, D. Early understanding of mental entities: A reoxamination of childhood realism. Child Development, 1986, 57:910-923
[33] Gopnik, A & Slaughter, V. Young children's understanding of change in their mental states.
Child Development, 1991,62:98-110
[34] Wimmer H. & Hartl, M. Against the Cartesian view of mind: young children's difficulty with own belief, British Journal of Development Psychology, 1991;9;125-138
[35] Flavell, J. H. The development of children's knowledge about the mind: From cognition connection to mental representation. In J. W. Astington, P. L.Harris & D. R. Olson(Eds.) .Development Theories of Mind. Cambridge, U.K.: Cambridge University Press, 1988
[36] Susan Leekam. Children's understanding of mind [A].M. Bennett(Ed.), The child as psychologist: An introduction to the development of social cognition [C].New York: Harvester Wheatsheaf,1993
[37] Gopnil A, Astington J W. Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 1998,59:26-37
[2] Leekam S R. Children's understanding of mind. In M Bennett.(Ed.) The child as psychologist:An introduction to the development of social cognition. New York: Harrester Wheatsheaf,1993
[3] 邓赐平，桑标，缪小春，儿童早期“心理理论”发展研究中的几个基本问题，心理科学，2000，23(4)：399-509
[4] 徐芬，包雪华，儿童“心理理论“及其有关欺骗研究的新进展，心理发展与教育，2000(2)：53-56
[5] Happe. F. G. E. & Winner. E. The getting wisdom: Theory of mind in old age,1995:188-230
[6] Astington J W. Theory of Mind Goes to School. Educational Leadership,1998,56:46～48
[7] Flavell J H. Cognitive Development: Children's Knowledge about the Mind. Annual Review of Psychology,1999,50:21-45
[8] 黄天元，林崇德，关于儿童特质理解的心理理论研究，心理科学进展，2003，11(2)：184-190
[9] 王桂琴，方格，毕鸿燕，杨小冬，儿童心理理论的研究进展，心理学动态，2001，9(2)：129-135
[10] Wimmer H, Perner J. Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 1983,13:103-128
[11] 丁芳，刘大文，儿童心理理论的发展，烟台师范学院学报(哲学社会科学版)，2003，20(2)：70-74
[12] Susan Leekam Children's understanding of mind [A]. M. Bennett(E d.), The child as psychologist: An introduction the development of social cognition [C].New York: Harvester Wheatsheaf,1993.
[13] Alexandra L Cutting & Judy Dunn. Theory of mind, emotion understanding,language,and family background:individual differences and interrelations[J]. Childr development,1999(70):853-865
[14] 莫书亮，苏彦捷，心理理论和语言能力的关系，心理发展与教育，2002(2)：85-90
[15] 陈英和，姚端维，郭向和，儿童心理理论的发展及其影响因素的研究进展，心理发与教育，2001(3)：56-59
[16] 陈英和，儿童早期心理洞察力的发展[J]，心理科学，1999，22(4)：314 317
[17] Chandler, M.J.,& Hala,S.The role of personal involvement in the assessment of early false believe skills.In Lewis & P.Mitchell(Eds.),Children's early understanding of mind: Origins and development 1994:403 425
[18] Sullivan, K.,& Winner, E. Three year olds'understanding of mental states: The in fluence of trickery.Journal of Experimental Child Psychology,1993;9:159 171
[19] Ruffman, T.,Olson, D. R.,Ash, T., & Keenan. T.The A B Cs of deception: Do young children understand deception the same way as adult? Developments Psychology, 1993;29:74 87
[20] 陈英和，姚端维，虚误信念理解的研究视角及其机制分析，心理科学，2001，24(6)：704-706：39-43
[21] Flavell. J. H. Development of children's knowledge about the mental world. The international Journal of Behavioral Development.2000,24(1):15-23
[22] 张文新，儿童社会性发展，北京师范大学出版社1998版
[23] Ann Birch. Developmental psychology: From infancy to adulthood [M]. London: Macmillan, 1997:191-199
[24] Gopnik, A. and A. N. Meltzoff. Words, Thoughts and Theories. MIT Press, 1997
[25] 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(1)：11-15
[26] 邓赐平，桑标，缪小春，幼儿心理理论发展的一般认知基础-不同心理理论任务表现的特异性与一致性，心理科学，2002，25(5)：531-638
[27] 刘明，邓赐平，桑标，幼儿心理理论与社会行为发展关系的初步研究，心理发展与教育，2002(2)
[28] 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
[29] 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
[30] 陈寒，胡克祖，心理理论研究的理论整合及其发展述评，辽宁师范大学学报(社会科学版)，2003，26(5)：64-69
[31] 王玲凤，幼儿心理理论的研究成果及其教育启示，学前教育研究，2003(4)：5-6
[32] Wellman,H. M. and Estes, D. Early understanding of mental entities: A reoxamination of childhood realism. Child Development, 1986, 57:910-923
[33] Gopnik, A & Slaughter, V. Young children's understanding of change in their mental states.
Child Development, 1991,62:98-110
[34] Wimmer H. & Hartl, M. Against the Cartesian view of mind: young children's difficulty with own belief, British Journal of Development Psychology, 1991;9;125-138
[35] Flavell, J. H. The development of children's knowledge about the mind: From cognition connection to mental representation. In J. W. Astington, P. L.Harris & D. R. Olson(Eds.) .Development Theories of Mind. Cambridge, U.K.: Cambridge University Press, 1988
[36] Susan Leekam. Children's understanding of mind [A].M. Bennett(Ed.), The child as psychologist: An introduction to the development of social cognition [C].New York: Harvester Wheatsheaf,1993
[37] Gopnil A, Astington J W. Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 1998,59:26-37