早期儿童关于图画与其所指物间关系的理解——利用两可图进行的考察  

Young Children's Understanding of Pictures and Their Referents——Investigated with Ambiguous Figures

作　　者：郭力平[1] 王晓蕾[1] 王顺妹[1] 黄燕[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《心理科学》2005年第1期61-65,共5页Journal of Psychological Science

基　　金：华东师范大学211子项目"认知过程与认知发展";上海高校优秀青年教师后备人选科研项目的资助。

摘　　要：先前的研究表明,在3岁或更早儿童的观念中,二维图画与其所指物之间的关系是严格的一一对应的。本实验采用两 可图对这一推断进行了检验,结果进一步证实了这一推断。实验还表明,儿童对二维图画的多重解释能力并不意味着一般意义 上的心理理论的获得。数据显示,总体而言儿童对两可图的多重解释能力的形成时间稍早于完成错误信念任务能力的形成时 间,但是尚不能确定两者之间是否有承继关系。As a previous study showed, for 3-year-olds, the relationship between 2D drawing and its referent is strictly matched one by one. The present experiments investigated this inference with ambiguous figures. The results confirmed this inference once again. Children's ability to explain the 2D drawing in multiple ways did not mean that children's acquisition of the general ability of theory of mind, according to the experiments. The results showed that from the aspect of ability formation, the ability to explain the 2D drawing in multiple ways came a little earlier than the ability to pass the false belief task,but the relationship between them was not confirmed.

关 键 词：儿童 早期 图画 心理学 

分 类 号：B842[哲学宗教—基础心理学]