听障儿童心理理论研究进展  

Advances in Research on Theory of Mind for Children with Hearing Impairment

作　　者：杨集梅 柴洁余 邱天龙 郑茂平[3] YANG Jimei;CHAI Jieyu;QIU Tianlong;ZHENG Maoping(Faculty of Psychology,Southwest University,Chongqing,400715;School of Education Science,Anshun University,Anshun,561000;School of Music,Southwest University,Chongqing,400715)

机构地区：[1]西南大学心理学部,重庆400715 [2]安顺学院教育科学学院,安顺561000 [3]西南大学音乐学院,重庆400715

出　　处：《中国特殊教育》2020年第9期37-43,共7页Chinese Journal of Special Education

基　　金：贵州省科技厅项目“基于ERT范式的听障儿童ToM能力及其脑机制研究”(项目批准号:黔科合LH字[2017]7061号)。

摘　　要：心理理论反映了个体理解他人情绪以及解释和预测他人行为的能力,听障儿童的心理理论能力会影响其情绪感知、人际交往和行为预测等能力的发展。通过归纳和分析发现,近二十年有关听障儿童心理理论的研究呈现出研究对象类型细化、年龄拓展,实验任务多样化,以及影响因素研究系统化等特点。本研究据此提出分年龄段开展心理理论干预训练,从家庭教育、学校教育和社会支持等方面共同促进心理理论水平提升等教育和干预建议。在未来的研究中,需要克服研究取样的局限性,增加对共变性影响因素的探讨。Theory of Mind reflects the individual’s ability to understand others’emotions,as well as to explain and predict others’behaviors.Theory of Mind of hearing-impaired children will affect their development of emotional perception,interpersonal communication and behavior prediction.In the past two decades,research on Theory of Mind of hearing-impaired children has been characterized by the refinement of the types of research subjects,the expansion of age,the diversification of experiment tasks,and the systematization of research on influencing factors.Based on this,this study puts forward the suggestions of carrying out the Theory of Mind intervention training by age group,and jointly promoting Theory of Mind education and intervention from the aspects of family education,school education and social support.Future research should tackle the limitations of sampling and increase exploration of covariance influencing factors.

关 键 词：听障儿童 心理理论 错误信念 

分 类 号：G762[文化科学—特殊教育学]