记忆提示与表征能力对幼儿心理理论发展的影响  

The Role of Memory Prompt and Representation on Young Children's Theory of Mind

作　　者：徐芬[1] 王卫星[1] 高山[1] 杨凌燕[2] 

机构地区：[1]北京师范大学心理学院脑与认知科学研究所 [2]北京师范大学师大教育学院,北京100875

出　　处：《应用心理学》2003年第3期26-30,9,共6页Chinese Journal of Applied Psychology

摘　　要：本研究通过经典的错误信念任务及修正后的错误信号和错误照片任务探讨了 3、4、5岁幼儿心理理论的发展以及记忆和表征对这一发展的影响。结果表明 ,3岁儿童还没有具备像 4、5岁儿童那样的心理理论 ;记忆上的帮助并不能提高幼儿在错误信念任务上的成绩 ;The present study was designed to examine the development of child's Theory Of Mind(TOM)from 3-to 5 year old.Classic false belief task of content changing and corrected false signal and false picture tasks were used in the experiment to assess the effect of memory and cognitive presentation on young children's performance.The results showed that there is a significant change of TOM between 3 and 4 year olds.No effect of memory cue was found on children's performance.In the experiment using the picture tasks,all children showed the capability of representing the present and past things.It was concluded that the failure of TOM of 3 year olds is not contributed to the deficit of representation.

关 键 词：记忆提示 表征能力 幼儿心理理论 发展 错误信念任务 错误信号 错误照片任务 

分 类 号：B844.12[哲学宗教—发展与教育心理学]