聋中学生心理理论使用的发展特点

Development Characteristics of Deaf Middle School Students’ Use of Theory of Mind

选取300名聋中学生为被试,同时选取440名正常中学生作为对照组,利用说服任务和安慰任务考察他们心理理论使用的发展特点。结果显示,(1)在说服任务中,聋初中生的总体水平最低,聋高中生与正常初中生的水平一致,水平最高的是正常高中生。其中,在情感说服和愿望说服方面,聋中学生与正常中学生的水平相当,甚至有些方面是超出的;在信念说服和其他说服方面,聋中学生的水平要落后于正常中学生。(2)在两种情境背景(伤心情境和失望情境)的安慰任务中,聋中学生与正常中学生都较多地选择了信念安慰和支持性安慰,但正常中学生选择信念安慰的人数比例要显著多于聋中学生;在伤心情境中有25.7%的聋中学生不会对他人进行有效安慰,在失望情境中聋中学生不会安慰的比例为16.3%;聋中学生在伤心情境中使用支持性安慰的比例显著多于正常中学生,使用情感安慰的比例与正常中学生没有显著差异;聋中学生在失望情境中使用情感安慰的比例显著多于正常中学生,使用支持性安慰的比例与正常中学生没有显著差异。结论是:聋中学生心理理论使用的发展并非全面落后于正常中学生,而是在某些方面两者持平,在某些方面甚至是超出的。

The paper explores the development characteristics of deaf middle school students’use of Theory of Mind via persuasion task and comfort task.In the research,300 deaf middle school students are selected as subjects and 440 normal middle school students as control group.The main results are as follows:firstly,when performing the persuasion task,the overall level of deaf junior middle school students is the lowest,the deaf senior middle school students have the same level as the normal junior middle school students,and the normal senior middle school students have the highest level.Among them,in terms of emotional persuasion and desire persuasion,deaf middle school students are basically equal to normal ones,and in some aspects they are even higher.In terms of belief persuasion and other persuasion,the level of deaf middle school students is lower than that of normal ones.Secondly,when performing the comfort tasks in two different situations(sad situations and disappointed situations),most deaf middle school students and normal middle school students choose belief comfort and supportive comfort,but the proportion of normal middle school students choosing belief comfort was significantly higher than that of deaf students.In sad situations,25.7% of deaf middle school students can not offer effective comfort to others,while in disappointed situations,the proportion drops to16.3%.In sad situations,the proportion of deaf middle school students using supportive comfort is significantly higher than that of normal ones,and the proportion of deaf middle school students using emotional comfort is not significantly different from that of normal ones.In disappointment situations,the proportion of deaf middle school students using emotional comfort is significantly higher than that of normal ones,and the proportion of deaf middle school students using supportive comfort is not significantly different from that of normal ones.The conclusion is that,as to the use of Theory of Mind,deaf middle school students do not entirely lag behind normal middle school students,instead,in some respects the two groups are equal,and in some respects deaf middle students are even better.