智力障碍儿童对不同对象的分享行为:心理理论的作用

Sharing Behavior towards Different Recipients in Children with Intellectual Disabilities:The Role of Theory of Mind

本研究旨在考察智力障碍儿童对不同对象(朋友和陌生人)的分享行为,同时探讨心理理论对不同对象分享行为的预测作用。研究共选取了82名智力障碍儿童作为被试,并通过言语能力分数匹配了82名典型发展儿童作为对照,结果发现:(1) 7~17岁(儿童中期和青少年期)的智力障碍儿童和心理年龄相匹配的典型发展儿童一样,对朋友的分享都显著高于对陌生人的分享;(2)心理理论预测了智力障碍儿童对陌生人的分享行为,但不能显著预测对朋友的分享行为。这些结果表明相比于陌生人,智力障碍儿童和典型发展儿童对朋友表现出更多的分享,且智力障碍儿童偏爱朋友分享的现象从儿童中期持续到了青少年期;心理理论是智力障碍儿童对陌生人分享的相关因素。

This study aimed to examine the effects of different recipients(friends vs strangers)on sharing behavior in children with intellectual disabilities,and to explore the predictive role of Theory of Mind in sharing behavior with friends and strangers.A total of 82 children with intellectual disabilities were selected as subjects for the stud-y,and 82 typically developmental children were selected as controls matched by verbal ability.The results showed that:(1)The 7-to 17-year-old(mid-childhood and adolescence)children with intellectual disabilities shared significantly more with their friends than strangers,as did typically developmental children matched for men-tal ages;(2)Theory of Mind significantly predicted the sharing behavior with strangers,rather than those with friends in children with intellectual disabilities.These results suggested that children with intellectual disabilities and typically developing children shared more with their friends than strangers;Theory of Mind might play a predic-tive role in the sharing behavior with strangers in children with intellectual disabilities.