亲子交流与儿童心理理论的获得和发展:文化的视角

Parent-child Communications and Children's Theory of Mind Development:Cultural Perspectives

已有研究表明个体心理理论的获得和发展既有文化普遍性,又表现出文化特异性。为了探讨儿童心理理论发展的影响因素,越来越多的研究者开始关注社会交流的作用。亲子交流是儿童早期社会交流中很重要的组成部分,与儿童心理理论的获得和发展密切相关。文章分别比较了抚养者的亲子谈话和儿童情景记忆的中西文化差异,以及它们与心理理论发展的关系来理解中国儿童心理理论获得与发展的特异性,最后提出了一些未来研究需要进一步探讨的关键问题。

Previous evidences suggested the acquisition and development of theory of mind （TOM） was cultural-universal as well as cultural-specific. To explore influential factors of children＇s ToM development, additional researchers begin to focus on the effect of social communication. As a part of children＇s early social communication, communications between parents and children were correlated to children＇s TOM acquisition and development. This paper reviewed the cultural differences between Chinese and Western families in parent-child talk and children＇s episodic memory, and its relations with children＇s ToM to understand cultural specificity of Chinese children＇s ToM acquisition and development. Finally, the paper referred to key issues in current and research trends in future.