3-6岁幼儿心理理论与执行功能的发展研究

发布时间：2018-05-04 11:31

本文选题：心理理论 + 自我视角　；参考：《广西师范大学》2017年硕士论文

【摘要】：在日常生活中,幼儿进行恰当的人际交往,必须懂得如何从不同视角对自我、他人的心理和行为进行判断和推理的能力(即心理理论),同时幼儿还必须具有执行功能的能力。因为这些能力在幼儿认知发展和日常生活中发挥着极其重要的作用,那么在幼儿不同的年龄阶段的执行功能及不同视角下的心理理论是如何发展的?还有它们的关系又是如何?本研究将重复Rakoczy(2014)的部分研究,通过对比模拟和真实情景下,3-6岁幼儿不同视角的心理理论、执行功能的发展及两者的关系。进一步研究还发现,大多数的研究集中考察幼儿心理理论的核心成分——错误信念(belief),很少研究考虑到幼儿心理理论的另一个重要要素:愿望(desire)。但幼儿的冲突愿望理解能力如果发展不好,就会影响心理理论的发展,因此有必要对幼儿冲突愿望和“石蕊试纸”——错误信念进行深入探讨。研究1主要了解在模拟情景下,幼儿执行功能(抑制控制和工作记忆)、冲突愿望(自我视角、他人视角)和已知、未知搜索错误信念(自我视角、他人视角)的发展规律,以及执行功能与冲突愿望、搜索错误信念之间的关系。研究2在研究1的基础上,为了避免天花板效应和地板效应,采用真实情景操作范式,对比标准和改编两种搜索错误信念的发展规律;同时为了调查研究执行功能对错误信念能预测到何种程度,本研究将推广到多种执行功能的任务,目的是为了更有效的分析两者的发展规律及关系。同时通过探索多重抑制对幼儿心理理论推理的影响,看幼儿能否通过反推理完成任务。研究得到以下结论:(1)不同年龄阶段,幼儿的执行功能、不同视角下的心理理论发展及关系是不同的。执行功能与心理理论的发展存在显著的年龄差异且两者发展不同步,执行功能能力早于心理理论能力。(2)3-6岁幼儿从不同视角进行心理理论推理,从自我视角进行推理的成绩明显高于从他人视角推理的成绩。(3)不同视角的心理理论与执行功能的成绩相关显著,且两者均能彼此预测对方。(4)相对于模拟操作的研究范式,幼儿更易于理解真实情景操作的研究范式。(5)年龄、语言与幼儿心理理论、执行功能的发展密切相关,且对心理理论和执行功能的解释能力也很强。
[Abstract]:In daily life, children must know how to judge and reason from different angles of view about themselves, others' psychology and behavior (i.e., theory of mind), and at the same time, children must also have the ability of executive function. Because these abilities play an extremely important role in children's cognitive development and daily life, how to develop the theory of mind under different age stages and different perspectives? And what about their relationship? This study will repeat part of the research by Rakoczyme (2014). By comparing the psychological theories of children aged 3-6 years old from different perspectives, the development of executive function and the relationship between them are compared with those of children aged 3-6 years in real situations. Furthermore, most of the studies focused on the core component of the child's theory of mind, false belief, and few studies considered another important element of the child's theory of mind: desire. However, if the understanding ability of children's conflict desire is not developed well, it will affect the development of the theory of mind. Therefore, it is necessary to probe deeply into the children's conflict desire and "litmus test paper"-false belief. In study 1, we studied the developmental patterns of children's executive function (inhibition control and working memory), conflict desire (self-perspective, other perspective) and known, unknown search error beliefs (self-perspective, other-perspective) in simulated situations. And the relationship between executive function and conflicting desire, search error belief. On the basis of study 1, in order to avoid the ceiling effect and floor effect, study 2 adopts the real situation operation paradigm, contrasts the rules of development of two kinds of search error beliefs: standard and adaptation; At the same time, in order to investigate the extent to which the executive function can predict the error belief, this study will be extended to the task of multiple executive functions, in order to analyze the development law and the relationship between the two more effectively. At the same time, by exploring the influence of multiple inhibition on children's theoretical reasoning of mind, we can see whether children can accomplish their tasks through reverse reasoning. The following conclusions are drawn: (1) at different ages, the executive function of children and the development and relationship of psychological theory under different perspectives are different. There is significant age difference between executive function and theory of mind, and the development of executive function is out of step. The ability of executive function is earlier than that of theory of mind. Children aged 3-6 years old can infer from different angles of view. The scores of reasoning from the self-perspective were significantly higher than those from the perspective of others. (3) there was a significant correlation between the psychological theory from different perspectives and the performance of the executive function, and both of them could predict each other. 4) compared with the research paradigm of simulated operation, both of them could predict each other. Children are more easily to understand the real situation of the research paradigm. 5) Age, language and children's theory of mind, the development of executive function is closely related, and the ability to explain the theory of mind and executive function is also very strong.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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