幼儿对误信念与元表征受干扰的真信念的理解  

YOUNG CHILDREN′S UNDERSTANDING OF THE FALSE-BELIEF AND TRUE-BELIEF WHOSE METAREPRESENTATION WAS INTERFERED

作　　者：李艳玲 陈英和[2] 

机构地区：[1]陕西省靖边中学,榆林718500 [2]北京师范大学发展心理研究所,北京100875

出　　处：《心理与行为研究》2011年第4期261-267,共7页Studies of Psychology and Behavior

基　　金：全国教育科学规划国家重点项目(ABA050001);国家自然科学基金项目(30770729);北京市哲学社会科学规划项目(06BaJY010)

摘　　要：采用阶段性错误信念任务和阶段性元表征干扰任务对101名3-5岁幼儿误信念和真实信念的理解能力及其关系进行研究,结果发现:(1)幼儿完成两种任务经历了相似的发展趋势,但后者比前者简单;(2)幼儿完成前者的心理过程很可能卷入了其完成后者的心理过程,结果符合但不完全支持表达论;(3)幼儿完成后者可能只需抑制干扰信息表达已有元表征,而完成前者则需要在形成元表征的同时抑制干扰因素,而这两种心理过程的结合可能需要更为复杂的心理过程参与。Based on ducted to exp them. Results the latter was former, which previous research, phased false-belief task and phased meta-presention interfering task were con- lore 101 children＇s understanding of the false-belief and true-belief, and the relationship between suggested that： （1） Young children had parallel trend of development on these two phased tasks but easier; （2） Children＇s mental processes of completing the latter one was involved in that of the confirmed expression theory but the result didn＇t completely support it; （3） Children may express the existing metarepresentation by just inhibiting interference information when completing the latter, however, when completing the former, children need to inhibit interfence information and forming metarepresentation at the same time, so the combination of these two processes may need more complicated mental processes.

关 键 词：阶段性错误信念任务 阶段性部分真实信念任务 元表征 

分 类 号：B844.12[哲学宗教—发展与教育心理学]