聋中学生失言判断及情绪理解的发展特点

Developmental Characteristics of Deaf Middle School Students'Faux Pas Judgment and Emotional Understanding

选取了300名聋中学生为被试,并选取了440名正常中学生作为对照组,探讨他们在失言判断、混合情绪理解及情绪调节等心理理论任务中的表现及差异。主要结果如下:(1)对于失言判断问题,聋初中生水平最低,其次是聋高中生,呈现出发展的特征,他们又都显著低于正常初中生和高中生;正常中学生在失言判断和意图理解上随着年级发展而发展,在信念理解和情绪理解上两个年龄段的水平趋于一致。(2)聋中学女生的失言判断水平显著高于聋中学男生;城镇户口聋生的失言判断水平显著高于农村户口聋生。(3)两类初中生(聋、正常)的混合情绪理解水平无显著差异,但两者都显著低于两类高中生,而聋高中生的水平又显著低于正常高中生。(4)在选择情绪调节的方式上,聋中学生与正常中学生都较多选择替代活动与认知重建,选择发泄的都很少;聋中学生选择问题解决的比例最少,而正常中学生的选择比例较高。

Altogether 300 deaf middle school students were selected as subjects and 440 normal middle school students were selected as control group to explore the status and differences of their theory of mind.The research content mainly includes the Faux Pas Judgment,the mixed emotions understanding and the emotion regulation,which belong to the field of theory of mind.The main results are as follows:(1)Deaf junior high school students have the lowest level of judgment,followed by deaf senior high school students,showing the characteristics of development,and they are significantly lower than the normal junior high school students and senior high school students;The normal middle school students develop with the grade development in the judgment of faux pas and the understanding of intentions,and the level of belief understanding and emotion understanding tends to be consistent between the two age groups.(2)Female students in deaf middle schools have significantly higher judgment level of faux pas than male students;Deaf students in urban have a significantly higher level of verbal judgment than those in rural.(3)Deaf junior high school students and normal junior high school students have the same understanding level of mixed emotions,but both are significantly lower than deaf senior high school students and normal senior high school students,while the level of deaf senior high school students is significantly lower than normal senior high school students.(4)Deaf middle school students and normal middle school students often choose alternative activities and cognitive reconstruction,and seldom choose to vent their emotions.Deaf middle school students have the least proportion of problem solving,while normal middle school students have a higher proportion of choice.