中度智障学生同伴交往与心理理论关系的研究

A Research on the Relationship Between Peer Interaction and Theory of Mind Among Students With Medium Intellectual Disabilities

目的:探讨中度智障学生同伴交往与心理理论的关系。方法:随机选取上海市3所辅读学校的118名中度智障学生为研究样本,进行了同伴交往能力和经典的心理理论任务测试。结果:(1)8-16岁中度智障学生同伴交往能力与心理理论之间存在着密切的联系。(2)8-16岁中度智障学生的心理理论的发展水平随同伴交往能力增长而呈现上升趋势。(3)不同同伴交往能力的8-16岁中度智障学生在欺骗外表任务、二级错误信念任务上的表现存在着显著的差异。

The research was to explore the relationship between peer interaction and theory of mind among students with medium intellectual disabilities. 118 students with medium intellectual disabilities from three special schools in Shanghai were examined by means of the Peer Interaction Ability Questionnaire and the classical model in the ToM research. The Results were as follows： （ 1 ） Peer interaction ability was highly correlated with theory of mind among 8-16-year-old students with medium intellectual disabilities. （2） The development level of theory of mind increased with the peer interaction ability of 8-16-year-old students with medium intellectual disabilities. （3） There were significant differences in appearance deception and secondary false belief tasks for the students with different peer interaction ability.