3～4岁幼儿谎言概念理解的特点及心理理论、父母教养方式的作用

The Characteristics of 3-4-year-old Children's Conceptual Knowledge of Lying: the Role of Theory of Mind and Parenting Style

以165名3～4岁幼儿为研究对象,采用情境故事法考察谎言概念理解的年龄特点,并进一步探讨幼儿心理理论、父母教养方式对幼儿谎言概念理解的作用。结果表明:(1)幼儿对说真话行为与说谎行为的概念理解不是同步发展的,对说谎的概念理解要早于对说真话的理解,4岁幼儿的谎言概念理解水平高于3岁;(2)控制幼儿的年龄和言语能力后,心理理论与谎言概念理解显著正相关,专制教养方式与谎言概念理解显著负相关;(3)幼儿心理理论在专制教养方式与谎言概念理解之间起部分中介作用。

The purpose of this study is to investigate the contribution of children＇s theory of mind and parenting style to the individual differences in children＇s conceptual knowledge of lying. One hundred and sixty-five 3-to 4 year- olds were tested on language, theory of mind, and lying understanding measures. Parents were also given measures of parenting style. The results showed that all the children performed better on the judgment of the concept of lying than the judgment of the concept of truth - telling and 4 year - olds outperformed 3 year - olds. With age and verbal ability controlled, children＇s theory of mind was positively associated with their conceptual knowledge of lying, whereas authoritarian parenting was negatively associated with children＇s conceptual knowledge of lying. In addition, children＇s theory of mind was a part mediator between authoritarian parenting and children＇s conceptual knowledge of lying.