心理状态术语对3-5岁汉语儿童错误信念理解的影响

发布时间：2018-04-21 00:27

本文选题：心理状态术语 + 错误信念　；参考：《华东师范大学》2012年博士论文

【摘要】：儿童心理理论成为近30年来发展心理学的研究热点,也是目前最活跃、最多产的研究领域之一,而其中错误信念理解又是该领域的研究核心。影响错误信念理解发展的因素很多,语言是其中一个重要的影响因素。目前,一些研究者关注心理状态术语对错误信念理解发展的影响,认为心理状态术语是儿童自身对心理状态外显化的载体。但在为数不多的以汉语儿童为研究对象的研究中,也有许多研究结果不一致的地方。本研究以心理状态术语与错误信念理解之间的关系为研究主题,借助横断研究、纵向研究相结合的研究设计,涉及相关研究、干预研究的研究方案,对心理状态术语与错误信念之间关系的作用机制和发展特点进行了深入的研究。研究共包含三大部分：第一部分为文献资料的综述部分。首先对错误信念理解、心理状态术语等相关定义、研究范式、研究现状进行了系统的回顾、归纳和整理,接着对心理状态术语与错误信念理解关系的研究现状进行了详细阐述。最后,对以往研究提出不足的基础上,提出了本研究的研究设想及研究意义。第二部分为实证研究部分。主要涉及探讨错误信念理解与心理状态术语的形成发展特点和作用机制两个方面。包括六个研究。研究1和研究2采用跟踪研究,在看图讲故事的背景下,采用经典错误信念研究范式和基于信念一情绪研究范式来探讨错误信念与心理状态术语产生之间的关系。研究3和研究4进一步考察了心理状态术语理解与错误信念理解的关系。在充分论证了心理状态术语与错误信念理解存有密切关系的基础上,研究5和研究6通过干预研究,进一步揭示心理状态术语在错误信念理解上的因果机制。具体如下：研究1采用跟踪研究设计,利用经典错误信念任务范式测定幼儿的错误信念理解能力,并收集幼儿看图讲故事的录音材料并编码,考察了3-5岁儿童在看图叙述中心理状态术语的使用与错误信念理解的关系。研究结果表明3-5岁儿童错误信念理解能力快速发展；汉语儿童看图讲故事中使用较多的愿望术语和情绪术语,信念术语使用较少,其中“想”和“要”这两个词语所占比例最大；情绪术语、信念术语与错误信念理解能力密切相关。研究2通过9个月的跟踪研究,分三个时间点测试,进一步考查了3-5岁儿童看图讲故事中心理状态术语使用情况与高一级的错误信念任务类型——基于信念-情绪任务成绩有关。结果表明,3-5岁幼儿的基于信念-情绪归因主要以情境归因为主。随着时间增长,5岁幼儿表现出较多的信念归因。在控制了一般语言能力和年龄之后,前两个时间点上信念术语使用数量均与基于信念-情绪理解通过率显著相关；信念术语数量增长快的被试更容易通过后期的基于信念-情绪任务。研究3是在错误信念理解任务问题中改变三个不同的心理状态术语(以为、觉得、想)来考察对3-5岁儿童错误信念任务成绩的影响。结果显示,错误信念测试问题中使用不同心理状态术语对幼儿错误信念理解成绩有局部显著影响。“以为”条件下的儿童在错误信念总成绩上显著高于“想”和“觉得”条件下的儿童。研究4为了弥补研究3实验设计上可能存在的缺陷,分别测量幼儿的心理状态术语理解能力和错误信念理解能力,从而进一步考察幼儿心理状态术语理解能力与错误信念理解能力之间的关系。结果显示,心理状态术语理解成绩是错误信念理解的有效预测源。研究5和研究6主要通过实验组对照组前后测实验设计探讨心理状态术语训练对幼儿错误信念理解的影响。研究5探讨不同心理状态干预方式是否对经典错误信念理解有影响。研究6进一步探讨这种干预方式是否对基于信念-情绪任务产生影响。研究结果显示,让孩子倾听含有丰富的心理状态术语故事并对常用的心理状态术语进行对话训练可促进4岁儿童错误信念理解能力、基于信念-情绪理解能力、心理状态术语理解能力等方面的发展,但对心理状态术语产生及情绪归因类型上似乎促进效果不明显。第三部分则是在以上研究结果的基础上,结合其他研究的结论,对心理状态术语和错误信念关系的发展特点及作用机制等方面进行了整合和归纳,并对本研究中存在的问题进行了反思和分析,基于此提出了进一步的研究方向。
[Abstract]:The theory of children ' s psychology has become one of the most active and prolific research fields in the past 30 years , and the understanding of false belief is the core of research in this field .

At present , some researchers focus on the influence of psychological state terms on the understanding and development of psychological state .

The first part is a review of the literature data . Firstly , the author makes a systematic review , induction and arrangement of the relevant definitions , research paradigms and research status of the wrong belief understanding and psychological state terms , and then gives a detailed description of the research status of the relationship between the psychological state term and the wrong belief understanding . Finally , on the basis of the deficiency of previous research , the research ideas and the research significance of this study are put forward .

The second part is an empirical research part . It mainly deals with two aspects of the formation and development characteristics and the mechanism of psychological state terms in terms of wrong belief understanding and psychological state terms .

This paper studies the relationship between the use of children ' s false belief and the understanding of false belief by using the classical error belief task paradigm . The results show that 3 - 5 - year - old children ' s erroneous belief comprehension ability develops rapidly .
In Chinese children , there are more wish terms and emotional terms in the story , and the use of the terms of belief is less , where the proportion of " thought " and " to " is the largest ;
Emotional terms and beliefs are closely related to the understanding of false belief .

The results show that the belief - emotion attribution of 3 - 5 year old children is mainly based on the situation attribution . The results show that the belief - emotion attribution of children aged 3 - 5 is mainly based on the situation attribution . The results show that the belief - emotion attribution of children aged 3 - 5 is mainly based on the situation attribution .
The number of faith terms increases rapidly and is easier to pass through later stage - based beliefs - emotional tasks .

The results show that the use of different psychological state terms in the problem of false belief test has a significant impact on children ' s erroneous belief understanding achievement .

In order to make up for the possible defects in the experimental design of study 3 , the relationship between mental state term comprehension ability and error belief comprehension ability of young children were measured . The results showed that the understanding of mental state terms was the effective predictor of the understanding of erroneous belief .

This paper discusses the influence of mental state term training on children ' s false belief understanding mainly through the experimental design of the experimental group before and after the control group . The study also discusses whether different psychological state intervention methods have an influence on the understanding of the belief - emotion task . The results show that the children listen to the rich psychological state term story and the common psychological state terms are used for the development of the cognitive ability , the belief - emotion understanding ability , the psychological state term comprehension ability and so on , but the psychological state term production and the mood attribution type appear to promote the effect is not obvious .

In the third part , on the basis of the above research results , this paper integrates and induces the development characteristics and mechanism of psychological state term and wrong belief relation based on the conclusion of other studies , and makes a reflection and analysis on the problems existing in this study , and puts forward the further research direction .

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.1

【参考文献】