3~4岁幼儿心理理论的微观发生研究

A Microgenetic Study of Theoryof Mind in Children Aged 3~4 Years

为更加深入地探知幼儿心理理论发展的特点与机制,本研究采用微观发生设计,以63名未通过错误信念任务的3~4岁幼儿为被试,对其心理理论发展变化的速度、来源、迁移、模式以及解释类型的变化特点进行了探究。结果表明:反馈和反馈解释都是幼儿心理理论发生发展的来源,心理理论发展过程是渐进、波动的,变化速度先快后慢;通过训练提高了心理理论能力的幼儿会产生认知迁移,并且他们解释错误信念问题的能力也会有所发展。

This study was intended to further explore the characteristics and mechanisms of the development of the Theory of Mind(ToM)in preschool children.Based on microgenetic design,the study involved 63 children aged 3~4 years who failed in false-belief tasks.The purpose was to investigate the rate,sources,transfer,and patterns of ToM evolution and identify the changing characteristics of types of interpretation.The results showed that both feedback without explanations and feedback with explanations were the sources of ToM development.Furthermore,the process of development was gradual and fluctuating;the change was first rapid and then gradual.Moreover,the findings suggested that children who had been trained to improve their ToM skills would promote cognitive transfer ability,and their ability to explain false-belief problems would also be developed.