摘要
目的:探索听力障碍小学生的心理推理能力发展状况及相关因素。方法:依据心理推理能力发展的年龄段,从贵州省某市特殊教育学校和普通小学选取67例听力障碍小学生和75例听力正常的小学生参加两个实验研究,采用“五步骤心理理论任务”和“失言任务”对其初阶和高阶心理推理能力进行测评。结果:研究1中的听力障碍组[平均年龄(12±2)岁]在初阶五步骤心理理论任务总分及不同的信念、错误信念、隐藏的情绪任务上的得分低于正常对照组[平均年龄(8±1)岁](P<0.01),语言交流方式越多、年龄越大的听力障碍儿童心理推理任务得分越高(均P<0.05);研究2中的听力障碍组[平均年龄(14±2)岁]在失言任务总分及认知、情绪、意图维度的得分高于正常对照组[平均年龄(12±1)岁](P<0.01)。年龄越大的听力障碍学生高阶心理推理能力得分越高,且佩戴助听器、先天听力损失、家庭较为亲密的听力障碍学生的心理推理能力得分较高(均P<0.05)。结论:听力障碍小学生初阶心理推理能力的发展弱于正常对照组,但其高阶心理推理能力的发展受到了年龄的调节,任务得分超过了正常对照组。
Objective:To explore the developmental status and the related factors of the theory of mind in hearing-impai red pupils.Methods:According to the developmental stages of theory of mind,67 hearing-impaired pupils and 75 hearing-normal pupils which were selected randomly from a city in Guizhou province were measured for their first-order and hi gher-order theory of mind levels using the Five-Item ToM task and the Faux-Pas task in the two studies,respectively.Results:The total score of the Five-item task,different beliefs,false beliefs,and hidden emotions of the hearing impaired pupils[Mean age(12±2)years]in the first study were lower than that of the general pupils[Mean age(8±1)years](P<0.01).The more verbal communication styles and the older they were,the higher the score on the theory of mind task(Ps<0.05).In addition,the total scores of the Faux Pas task,cognition,emotion,and intention of the hearing-impaired students[Mean age(14±2)years]in the second study were higher than that of the general students[Mean age(12±1)years](P<0.01).The older the hearing impaired students were,the higher the scores of the higher-order theory of mind task,and those with hearing aid,congenital hearing loss,and close family had higher scores in the theory of mind task(Ps<0.05).Conclusion:The develop-ment of the first-order theory of mind of hearing impaired pupils in lower grades is weaker than that in the normal pupils,but the development of the higher-order theory of mind is adjusted by age,and the task score is higher than that in the normal pupils.
作者
杨集梅
柴洁余
全小山
郑茂平
YANG Jimei;CHAI Jieyu;QUAN Xiaoshan;ZHENG Maoping(Faculty of Psychology,Southwest University,Chongqing 400715,China;School of Education Science,Anshun University,An-shun 561000,Guizhou Province,China;School of music,Southwest University,Chongqing 400715,China)
出处
《中国心理卫生杂志》
CSCD
北大核心
2023年第3期199-205,共7页
Chinese Mental Health Journal
基金
教育部人文社会科学规划基金(19YJA190005)
贵州省教育科学规划项目(2021B190)
贵州省科技厅项目(黔科合LH字[2017]7061号)
安顺市基础教育改革联合基金项目(2022LHZX001)。
