幼儿心理理论的发展与其日常同伴交往关系的研究

The Relationship between Children's Theory-of-Mind and their Peer Interaction

通过行为观察（儿童与同伴的一对一游戏）、同伴提名和教师评估，探讨心理理论发展与儿童日常同伴交往之间的关系。52名4，5岁的学前儿童参与了本实验。研究结果表明：（1）4岁以后，儿童的心理理论能力产生了实质性的变化。（2）幼儿心理理论的发展与儿童游戏情境中的同伴交往具有显著的正相关，心理理论发展水平不同的儿童在游戏中的“交往敏感”和“交往表达”两方面具有极其显著的差异。（3）儿童的心理理论水平整体上与同伴提名、教师评估相关不显著，但与儿童的亲社会行为具有紧密的关系。我们推测，儿童心理理论的发展通过影响亲社会行为间接指导儿童日常生活中的同伴交往与同伴关系。

This experiment is intended to verify the relationship between theory-of-mind （TOM） performance in young children and their peer interaction in actual lives. The method concerned includes False Belief Test, peer nomination and video-taking which is chiefly about the reactions of children in the pretend play. The msuh shows young ehildren＇ s TOM performance can reliably affect their peer interaction. TOM-well-developed children seem to be more active, more considerate and more cooperative with their partner during the play, compared to those TOM-less-developed ones. There is no obvious difference in children＇s reactions whether they are playing with their favorite friends or ordinary friends.