中度智力障碍儿童装扮游戏与心理理论发展水平的关系  

Relationship between Pretend Play and Theory of Mind for Moderately Intellectual Disability Children

作　　者：兰继军[1] 王利平[1] 贾兆娜[2] 刘智慧 

机构地区：[1]陕西师范大学心理学院,陕西西安市710062 [2]陕西师范大学教育学院,陕西西安市710062 [3]西安市启智学校,陕西西安市710068

出　　处：《中国康复理论与实践》2013年第7期686-690,共5页Chinese Journal of Rehabilitation Theory and Practice

基　　金：教育部全国教育科学"十一五"规划重点课题(No.DBA090285)

摘　　要：目的分析中度智力障碍儿童的装扮游戏能力、心理理论发展水平的特点及其关系。方法采用实验法和行为观察法对30名10~15岁在校中度智障儿童进行调查。结果中度智障儿童装扮游戏与心理理论发展水平总体具有显著的年龄差异（P〈0.05）。控制年龄因素后,10~15岁中度智障儿童的心理理论与其装扮游戏中的＂角色分配＂、＂想象＂和＂角色扮演＂呈正相关（P〈0.05）。结论中度智障儿童装扮游戏能力的各个成分发展速度不均衡;中度智障儿童心理理论发展与装扮游戏中的某些特定成分相关。Objective To analyze the ability of pretend play and the development level of Theory of Mind（ToM） in moderately intellectual disability（ID） children,and the relationship between them.Methods 30 children aged 10~15 years were observed with experiment and behavior observation.Results The development levels of ToM and pretend play were different with their age（P＆lt;0.05）.ToM score significantly correlated with the ability of role assignment,imagination and role playing after controlling the age（P＆lt;0.05）.Conclusion The ability of pretend play develops unbalancedly in the moderately ID children,and the development level of ToM correlates with some categories of pretend play.

关 键 词：智力障碍 儿童 装扮游戏 心理理论 

分 类 号：R749.93[医药卫生—神经病学与精神病学]