聋儿心理理论发展特点及其训练

发布时间：2018-05-25 16:52

本文选题：聋儿 + 心理理论　；参考：《河南大学》2007年硕士论文

【摘要】： 心理理论是心理学中近年来的研究热点,是社会认知的重要组成部分。在我国,聋儿占残疾人总数的很大比例。探讨聋儿的心理发展与教育对于构建和谐社会具有十分重要的现实意义。本研究分析了聋儿心理理论的发展特点,考察了影响聋儿心理理论发展的各种因素,并通过具体的干预措施深入探究了教育对聋儿心理理论发展的作用。研究分为2个实验,实验一采用横断设计,被试为开封市和郑州市某聋哑学校的聋儿以及相同区域的某小学的正常儿童,他们的年龄为7至14岁,分别进行了意外地点任务、意外内容任务、语言控制任务测试。实验二采用3×4的混合设计,被试间因素为3种训练方法(意外地点任务训练、外表事实任务训练、守恒任务训练),被试内因素为4种测试任务(意外地点任务、意外内容任务、外表事实任务、守恒任务),以前测中得分为零的9名聋儿为被试,分成3组进行为期一个月的干预训练,然后分别测试4个任务。本研究主要得出如下结论: 1、意外地点任务上得分较高的儿童也能够在意外内容任务上取得较高的分数,故可以把两个任务分数相加作为儿童心理理论发展水平的尺度。 2、随着年龄增长,聋儿通过心理理论任务的百分比在稳步增长,但不同的任务在发展中不同步,标准错误信念任务通过率较高而内隐错误信念任务通过率较低;聋儿心理理论的发展在性别上不存在显著差异;聋儿心理理论的发展和年龄匹配的正常儿童差异十分显著。 3、学校教育对聋儿心理理论的发展影响很大;是否佩戴助听器在心理理论得分上存在比较显著的差异,但不能从根本上解决心理理论发展迟缓的问题;聋儿心理理论的发展和智力的发展相关并不显著;家庭环境因素中,在母亲的学历、家庭经济状况上差异显著,但是否为独生子女、城乡差别并不明显。 4、意外地点组和外表事实组的被试都获得了训练效应;意外地点任务训练效果迁移到了意外内容任务和外表事实任务上,外表事实任务训练对意外地点任务和意外内容任务没有产生迁移效应。 5、训练不存在年龄效应和年级效应。
[Abstract]:Theory of mind is a hot research topic in psychology in recent years and an important part of social cognition. In our country, deaf children account for a large proportion of the total number of disabled people. It is of great practical significance to explore the psychological development and education of deaf children for building a harmonious society. This study analyzes the development characteristics of deaf children's theory of mind, investigates the factors that affect the development of deaf children's theory of mind, and probes into the effect of education on the development of deaf children's theory of mind through specific intervention measures. The study was divided into two experiments. In experiment one, the deaf children from a deaf school in Kaifeng City and Zhengzhou City, as well as normal children from a primary school in the same area, were enrolled in a cross-sectional design. Their ages ranged from 7 to 14 years, and they were given unexpected site tasks. Unexpected content task, language control task test. In experiment 2, 3 脳 4 mixed design was used. The factors among the subjects were three training methods (unexpected spot task training, appearance fact task training, conservation task training), and the factors within the subjects were four test tasks (unexpected site task, unexpected content task). Nine deaf children who scored zero in previous tests were divided into 3 groups for one month of intervention training and 4 tasks were tested respectively. The main conclusions of this study are as follows: 1. Children with higher scores on unexpected tasks can also get higher scores on unexpected content tasks. Therefore, the scores of two tasks can be added as a measure of the development level of children's theory of mind. (2) with the increase of age, the percentage of deaf children's mental theory tasks increased steadily, but different tasks did not synchronize with each other. The passing rate of standard false belief tasks was higher than that of implicit false belief tasks, and the passing rate of implicit false belief tasks was lower. There is no significant difference in the development of the theory of mind of deaf children in terms of gender, and there is a significant difference between the development of theory of mind of deaf children and the age-matched normal children. 3. School education has a great influence on the development of the theory of mind of deaf children, there are significant differences in the scores of the theory of mind with hearing aid or not, but it cannot fundamentally solve the problem of slow development of the theory of mind. There is no significant correlation between the development of mental theory and the development of intelligence in deaf children. Among the family environmental factors, there are significant differences in the educational background and economic status of the mother, but there is no obvious difference between urban and rural areas in whether the deaf children are the only child. (4) the subjects in the accidental spot group and the appearance fact group both gained the training effect, and the unexpected spot task training effect was transferred to the unexpected content task and the appearance fact task. Facade task training has no migration effect on unexpected site task and unexpected content task. 5. There is no age effect and grade effect in training.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G762

【引证文献】