欺骗任务训练对学前儿童心理理论的影响
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摘要
选取郑州市高新区科学幼儿园中班和大班共203名儿童作为被试,用两个经典的错误信念任务(意外地点任务和意外内容任务)进行前测,筛选出能通过语言和控制问题但在两个经典任务上均没有获得满分的儿童共111名,随机分到四个组：家长训练组、教师训练组、实验人员训练组和对照组。家长训练组由家长在家里对孩子进行干预,教师训练组由教师在教室里对孩子进行干预,实验人员训练组由实验人员即心理学研究生在幼儿园活动室进行训练。三个训练组训练材料相同,都是欺骗游戏任务。前测一周后进行为期两周的“一对一”训练,每周包括两个训练环节,每次进行15分钟左右,训练结束一周后进行后测。对照组和训练组同时进行前测和后测,但不对其进行干预训练。最终得到95名有效被试的数据。本研究条件下得到的结果如下：
(1)在心理理论任务总成绩上,训练组前后测的比较、训练组和对照组后测的比较,以及训练组对照组前后测差值的比较得到,以欺骗任务作为干预材料能促进儿童心理理论的发展,学前儿童心理理论可以经过训练显著提高；
(2)在后测心理理论任务总成绩上,三个训练组间不存在显著差异,但都显著高于对照组；在后测意外地点任务成绩上,教师组显著高于对照组,其他两两组间差异不显著；在后测意外内容任务成绩上,除了三个训练组都显著高于对照组外,还得到家长组显著高于实验人员组；
(3)组别和年级间存在交互作用,家长训练组的大班儿童被试与中班儿童被试在后测心理理论总任务上不存在显著差异,教师训练组、实验人员训练组和对照组的大班儿童的后测心理理论总成绩都显著高于中班儿童。
203pre-school children (the middle and top class) from high-tech district of Zhengzhou were selected as the subject, among which111children who passed the language control problem and didn't get full marks in the pretest tasks (unexpected location task and unexpected contents task) were screened out. The111children were allocated randomly into4groups, namely, parent-training group, teacher-training group, experimenter-training group and control group.
The children in parents-training group were intervened by their parents at home, the children in teacher-training group by their teacher in the classroom, and the children in experimenter-training group by graduate students majoring in psychology in kindergarten activity room. The training materials of the three training groups were games of deception task. And the training was conducted1week later after the pretest with the way of one-to-one,15minutes each time, and twice each week, which lasted2weeks. The posttest was carried out a week later. Without intervention, the control group children took the pre-test and post-test at the same time with the trained group. At last, there were95effective subjects in the case of our study, and the results were as follows:
(1)In the total theory of mind, comparison of training groups at pretest and posttest, comparison of training groups and control group at posttest, comparison of training groups and control group at difference of pretest and posttest, these comparisons can obtained that The intervention materials of deception task can promote the development of children's theory of mind, which can be improved significantly by training;
(2)There are no significant differences among the3training groups in the total theory of mind, but all of them are higher than controlled group significantly; the teacher-training group is significantly higher than controlled group, and no significant differences exist between the other groups on unexpected location task. The3training groups are significantly higher than the controlled group, and the parents-training group is significantly higher than the experimenter-training group on the task of unexpected contents;
(3)There is an interaction between training groups and grades. There are no significant differences on total task of the theory of mind between parents-training group in the top class and the middle class. Besides, the total score of theory of mind of the top class children on teacher-training group, experimenter-training group and the controlled group in the post-test is significantly higher than the middle class children.
(1)在心理理论任务总成绩上,训练组前后测的比较、训练组和对照组后测的比较,以及训练组对照组前后测差值的比较得到,以欺骗任务作为干预材料能促进儿童心理理论的发展,学前儿童心理理论可以经过训练显著提高；
(2)在后测心理理论任务总成绩上,三个训练组间不存在显著差异,但都显著高于对照组；在后测意外地点任务成绩上,教师组显著高于对照组,其他两两组间差异不显著；在后测意外内容任务成绩上,除了三个训练组都显著高于对照组外,还得到家长组显著高于实验人员组；
(3)组别和年级间存在交互作用,家长训练组的大班儿童被试与中班儿童被试在后测心理理论总任务上不存在显著差异,教师训练组、实验人员训练组和对照组的大班儿童的后测心理理论总成绩都显著高于中班儿童。
203pre-school children (the middle and top class) from high-tech district of Zhengzhou were selected as the subject, among which111children who passed the language control problem and didn't get full marks in the pretest tasks (unexpected location task and unexpected contents task) were screened out. The111children were allocated randomly into4groups, namely, parent-training group, teacher-training group, experimenter-training group and control group.
The children in parents-training group were intervened by their parents at home, the children in teacher-training group by their teacher in the classroom, and the children in experimenter-training group by graduate students majoring in psychology in kindergarten activity room. The training materials of the three training groups were games of deception task. And the training was conducted1week later after the pretest with the way of one-to-one,15minutes each time, and twice each week, which lasted2weeks. The posttest was carried out a week later. Without intervention, the control group children took the pre-test and post-test at the same time with the trained group. At last, there were95effective subjects in the case of our study, and the results were as follows:
(1)In the total theory of mind, comparison of training groups at pretest and posttest, comparison of training groups and control group at posttest, comparison of training groups and control group at difference of pretest and posttest, these comparisons can obtained that The intervention materials of deception task can promote the development of children's theory of mind, which can be improved significantly by training;
(2)There are no significant differences among the3training groups in the total theory of mind, but all of them are higher than controlled group significantly; the teacher-training group is significantly higher than controlled group, and no significant differences exist between the other groups on unexpected location task. The3training groups are significantly higher than the controlled group, and the parents-training group is significantly higher than the experimenter-training group on the task of unexpected contents;
(3)There is an interaction between training groups and grades. There are no significant differences on total task of the theory of mind between parents-training group in the top class and the middle class. Besides, the total score of theory of mind of the top class children on teacher-training group, experimenter-training group and the controlled group in the post-test is significantly higher than the middle class children.
引文
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[11]Flavell J, Green F, Flavell E. The development of knowledge about the appearance-reality distinction [J]. Monographs of the Society for Research In Child Development,1986, 51:1-68
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[13]Call J, Tomasello M. A nonverbal false belief task:The performance of children and great apes [J]. Child Development,1999,70 (2):381-395
[14]Bloom, P., & German, T. P. Two reasons to abandon the false belief task as a test of theory of mind [J]. Cognition,2000,77 (1),25-31
[15]李艳玲,陈英和.3-5岁儿童错误信念理解能力的发展趋势[J].心理发展与教育,2009,(2)：1-7
[16]王益文,林崇德,张文新.外表真实区别、表征变化和错误信念的任务分析[J].心理科学,2003,26(3)：390-392
[17]邓赐平,桑标.不同任务情境对幼儿心理理论表现的影响[J].心理科学,2003(2)：272-275
[18]王益文,林崇德.“心理理论”的实验任务与研究趋向[J].心理学探新,2004,23(3)：30-34
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