中学生的心理理论在冲突道义情境中的特点

The Development Theory of Mind in Conflict Deontic Contexts among Middle School Students

创设了习俗领域和个人领域两类道义情境故事,在每类故事中又呈现领域内冲突和领域间冲突两种规则冲突类型,考察了176名中学生对道义情境故事中行为者和规则制定者的想法、感受和行为倾向等方面的认识,来分析中学生心理理论的发展特点。结果表明:(1)中学生被预测对于习俗领域中的两个规则倾向会给予相同的理解,在个人领域中会倾向于接受其他制定者的规则。(2)教师被预测在领域间冲突规则中会对违规学生有较多负面看法。(3)不同年级、不同性别中学生对冲突道义情境中心理理论问题的认识基本一致。结论:中学生对于中学生自身及成人的认识和行为预测,因不同的道义情境领域和冲突规则而会有所不同。

In this research we created two Deontic Contexts, i.e., the Convention and Personal. The Deontic Rules of conflict within each domain and between domains were contained in both contexts. We investigated 176 Middle School Students＇ judgments of actor＇s and constitutor＇s opinions, experiences and behavioral tendency in Deontic Context stories in order to analyze their development of Theory of Mind. The following results were observed. 1） Middle school students thought that actors （i.e. middle school students） were more inclined to have same under- standings of two rules in the convention domain, accept, rules prescribed by other inventors in the person do- main. 2） In comparison with the Deontic Rule of conflict within domains, the middle school students thought teachers had more negative views on the students who had violated the Deontic Rule of conflict between do- mains. 3） There was no difference in age or gender in the students＇ Theory of Mind in Conflict Deontic Con- texts. The conclusion is that Middle School Students＇ judgments of Middle School Students and adult＇s opinions, experiences and behavioral tendency could be changed with different Deontic Contexts domain and Deontic Rules of conflict.