学龄儿童的情景记忆与心理理论的关系  

The Relationship between Episodic Memory and Theory of Mind in Elementary School Students

作　　者：赵婧[1] 苏彦捷[1] 

机构地区：[1]北京大学心理学系,北京100871

出　　处：《心理与行为研究》2013年第2期158-163,共6页Studies of Psychology and Behavior

基　　金：国家自然科学基金项目(30970907和31170995);国家重点基础研究发展计划(2010CB833904)项目的资助

摘　　要：为考察学龄儿童心理理论与情景记忆的关系,111名小学4-6年级儿童在两周内完成了心理理论(包括二级错误信念、失言和白谎等)和情景记忆(回忆过去"一个星期内"、"一个月内"和"一年内"亲历的具体事件;以及想象将来"一个星期内"、"一个月内"和"一年内"可能发生在自己身上的具体事件)等任务。控制了年龄效应后,线性回归分析发现儿童回忆过去时"谈及他人"、想象将来时"谈及自我"和"谈及他人"与心理理论的认知成分存在显著关联。而儿童回忆过去时"谈及他人"与心理理论的情感成分有显著关联。结果表明,学龄儿童心理理论可以分为认知成分和情感成分,情景记忆与心理理论不同成分的关系存在差异。Aimed to investigate the relationship between episodic memory and theory of mind, 111 Chinese elementary school students, which were in grade 4 to grade 6, finished the Theory of Mind Task and Episodic Task in two weeks. After controlling for their age, the regression analysis showed that both the pupils＇ talking about others in remembering the past and imagining the future, and their talking about self in imaging the their performance of cognitive ToM. It also showed that pupils talking about others in future, contributed to remembering the past contributed to their performance of affective ToM. These results indicated that pupils＇ theory of mind could be separated to be the cognitive ToM and affective ToM, and the relationship between episodic memory and cogni- tive ToM were different from the relationship between episodic memory and affective ToM.

关 键 词：心理理论 情景记忆 回忆过去 想象将来 

分 类 号：B844.1[哲学宗教—发展与教育心理学]