从假装到心理表征理论：假装认识训练的影响  

From Pretense to Representative Theory of Mind:Effect of Pretense-Understanding Training

作　　者：邓赐平[1] 刘明[2] 

机构地区：[1]华东师范大学心理学系 [2]华东师范大学特殊教育系,上海200062

出　　处：《心理发展与教育》2008年第3期1-8,共8页Psychological Development and Education

基　　金：国家自然科学基金项目(项目编号30470581)资助

摘　　要：研究探究假装情境及假装认识对幼儿心理理论（Theory of mind）发展的影响。实验一考察60名3～4岁幼儿在假装情境下的信念认识任务中的表现，发现幼儿对假装的早期认识的出现要早于对信念的认识的出现，假装情境对幼儿的信念认识没有直接促进作用。实验二对42名在信念认识任务上表现不佳的幼儿进行假装认识训练，结果发现假装认识训练促进了幼儿的信念认识，促进效应须经历一段时间才显现。研究支持假装认识在心理理论发展中具有重要作用的假设，但潜在作用机制仍有待进一步探究。The possible developmental relations between pretend play and theory of mind （TOM）, and the possible influence of pretense training experience on young children＇ s development of ToM were investigated in the study. The study consisted of two experiments. In experiment 1, the performances in Standard ToM tasks and in ToM tasks in nested in pretend context in 60 children aged 3-4 were examined and compared. It showed that young children＇ s memory of formerly pretense was better than their memory of formerly belief, but the immediately facilitating effect of pretense context on children＇s performance in ToM tasks was not found. In experiment 2, 21 young children who failed in the standard ToM tasks received 2 weeks＇ pretense training, and then participated in ToM tasks with different materials. It showed that, compared with controlled group of children who received only language form training, pretense training enhanced young children＇s performance on ToM tasks. Thus, it seemed that pretend play might pave the way for ToM development.

关 键 词：心理理论 假装情境 假装经验 错误信念认识 训练迁移 

分 类 号：B844.1[哲学宗教—发展与教育心理学]