摘要
采用统一背景的图片故事法,探讨7-12岁学障儿童(27人)和正常儿童(27人)在一级错误信念、二级错误信念、解释性心理理论和失言理解四个心理理论成分的发展趋势。结果表明,学障儿童的心理理论能力发展显著落后于正常儿童,主要表现在一级错误信念、二级错误信念、解释性心理理论方面;学障儿童的心理理论发展表现出随着年龄增长的特点,而正常儿童心理理论发展的年龄差异并不显著;整合全体被试探讨学龄期儿童心理理论诸成分之间的关系,结果表明,这四种心理理论成分的发展呈现复杂化的趋势。设计背景统一、内容简明的研究任务有助于全面考察心理理论能力的发展。
Picture-story method were used in coincident context to explore the different characteristics of theory of mind between Children with Learning Disabilities（CLD） and Children with Typical Development（CTD）, and fifty four children of 7-12 years old were measured by four theory of mind tasks,including first-order false belief,second-order false belief, interpretive theory of mind and faux pas understanding.The results suggested that there was significant difference between CLD and CTD on the developmental sequence of theory of mind, CLD were inferior to CTD on implementing first-order false belief task,second-order false belief task,interpretive theory of mind task significantly; However, the developmental trajectory of CLD increased with years, there is no significant difference for CTD; Correlation analysis and Regression analysis towards the whole subjects（both CLD and CTD） show that the the interaction within the four theory of mind tasks taken on complex trend in development.Unified design background of picture-story and concise research mission help develop a comprehensive study of theory of mind abilities.
基金
辽宁省教育科学"十二五"规划2011年度一般课题(JG11CB016)"学习障碍儿童社会认知发展特点及其干预研究"
