儿童心理理论发生与发展:跨文化的视角  

Children's theory of mind development: Cultural perspectives

作　　者：侯晓晖 宫竹青 颜志雄[1] 苏彦捷[4] 左西年[1,2,3] Xiaohui Hou;Zhuqing Gong;Zhixiong Yan;Yanjie Su;Xinian Zuo(Laboratory of Cognitive Neuroscience and Education,School of Education Science,Guangxi Teachers Education University,Nanning 530001, China;Department of Psychology,University of Chinese Academy of Sciences,Beijing 100049,China;Lifespan Connectomics and Behavior Team,Institute of Psychology,Chinese Academy of Sciences,Beijing 100101,China;Beijing Key Laboratory of Behavior and Mental Health,School of Psychological and Cognitive Sciences,Peking University,Beijing 100871, China)

机构地区：[1]广西师范学院教育科学学院认知神经科学与教育实验室,南宁530001 [2]中国科学院大学心理学系,北京100049 [3]中国科学院心理研究所毕生人脑连接组学与行为研究团队,北京100101 [4]北京大学心理与认知科学学院行为与心理健康北京市重点实验室,北京100871

出　　处：《科学通报》2019年第4期384-392,共9页Chinese Science Bulletin

基　　金：国家自然科学基金(31760284;31571134);广西壮族自治区八桂学者专项;广西师范学院科研启动基金(0819-2016W11)资助

摘　　要：宏观的文化背景会塑造儿童心理理论的发生与发展进程.通过发现不同文化下儿童发展的相似性和差异性规律,有助于将儿童心理理论发展普遍规律和特定文化背景下的发展现象区分开来.文献回顾表明,儿童心理理论发生与发展既有文化普遍性,又表现出文化特异性.在这种背景下,研究者开始聚焦于儿童心理理论文化特异性的相关因素.当前,研究者主要从亲子交流、家庭教养方式、学校教学模式及执行功能促进心理理论发展的内在机制等方面的跨文化差异,来阐释儿童心理理论发生发展规律的文化特异性.通过整合现有关于儿童心理理论发展跨文化差异的主要研究文献,以及尚未解决的研究问题,本文提出一个儿童心理理论发生与发展的文化模型.最后,文章对未来研究需要深入探讨的关键问题进行了展望.We focus our review on the cross-cultural studies on the development of theory of mind. We present evidence that the acquisition and development of theory of mind is cultural-universal as well as cultural-specific. Although children from different cultural backgrounds pass false belief task at about 4 years old, they show significant difference in timing and sequence in understanding of different mental states. To explore influential factors in the development of children’s theory of mind, more researchers begin to focus on the effect of macroscopic cultural backgrounds. This paper review the cultural differences between East and West in parent-child talk, parental rearing pattern, pedagogical experience and development of executive function, and their relations with children’s theory of mind to understand cultural specificity of Eastern children’s theory of mind acquisition and development. In family parenting practices, Western parents talk more about mental-state terms, and tend to adopt authoritative parenting style. In contrast, Eastern parents refer more actions and its consequences in parent-child talking, and tend to adopt authoritarian parenting style. Mental-state talking can promote children’s attention and cognition to mental state of themselves and others, and thus directly facilitate theory of mind development of Western children. Action-consequence talking, which needs children to infer themselves or others’ mental state, could indirectly facilitate Eastern children’s mental-state understanding. Comparing with authoritarian parents, authoritative parents encourage their children more to question, discuss and argue, which offer more opportunities for Western children to be exposed to mental-state terms, thus promote theory of mind development of Western children. In contrast, authoritarian parenting style chosen by Eastern parents has negative effects on the development of their children’s mental understanding. As for pedagogical experience, Western schools adopt inquiry-teaching model

关 键 词：心理理论 文化特异性 亲子交流 家庭教养方式 执行功能 

分 类 号：B844.1[哲学宗教—发展与教育心理学]