误念任务与情绪理解对儿童心理理论发展的影响

The Effect of False Belief Task and Emotion Understanding on the Development of Children's Theory of Mind

以91名34岁儿童为被试,采用"具体任务"和"情绪理解"两种实验任务进行干预训练,探究它们对儿童心理理论发展的影响。结果表明:适当的训练能有效促进儿童心理理论能力的发展;采用具体任务训练和情绪理解训练的两组被试在后测任务中的表现都优于控制组;具体任务训练和情绪理解训练的效果具有良好的保持效应。基于以上结果,本研究提出了一定的教育建议。

By selecting ninety-one children （3 to 4 years old） as subjects and adopting the two experimental tasks of ＂concrete task＂ and ＂emotion understanding＂ to have an intervention training on them, this article explores their in- fluence on the development of children＇ s theory of mind. The result shows that ： Participation in appropriate training sessions could effectively promote the development of children＇ s theory of mind abilities. Both specific task training and emotion understanding training outperformed the control group; The training effects of task-specific training and emotion understanding keep a good effect. The article comes up with some educational suggestions based on the above result.