本文選題：心理理論 + 自我視角　； 參考：《廣西師范大學(xué)》2017年碩士論文

【摘要】：在日常生活中,幼兒進(jìn)行恰當(dāng)?shù)娜穗H交往,必須懂得如何從不同視角對(duì)自我、他人的心理和行為進(jìn)行判斷和推理的能力(即心理理論),同時(shí)幼兒還必須具有執(zhí)行功能的能力。因?yàn)檫@些能力在幼兒認(rèn)知發(fā)展和日常生活中發(fā)揮著極其重要的作用,那么在幼兒不同的年齡階段的執(zhí)行功能及不同視角下的心理理論是如何發(fā)展的?還有它們的關(guān)系又是如何?本研究將重復(fù)Rakoczy(2014)的部分研究,通過(guò)對(duì)比模擬和真實(shí)情景下,3-6歲幼兒不同視角的心理理論、執(zhí)行功能的發(fā)展及兩者的關(guān)系。進(jìn)一步研究還發(fā)現(xiàn),大多數(shù)的研究集中考察幼兒心理理論的核心成分——錯(cuò)誤信念(belief),很少研究考慮到幼兒心理理論的另一個(gè)重要要素:愿望(desire)。但幼兒的沖突愿望理解能力如果發(fā)展不好,就會(huì)影響心理理論的發(fā)展,因此有必要對(duì)幼兒沖突愿望和“石蕊試紙”——錯(cuò)誤信念進(jìn)行深入探討。研究1主要了解在模擬情景下,幼兒執(zhí)行功能(抑制控制和工作記憶)、沖突愿望(自我視角、他人視角)和已知、未知搜索錯(cuò)誤信念(自我視角、他人視角)的發(fā)展規(guī)律,以及執(zhí)行功能與沖突愿望、搜索錯(cuò)誤信念之間的關(guān)系。研究2在研究1的基礎(chǔ)上,為了避免天花板效應(yīng)和地板效應(yīng),采用真實(shí)情景操作范式,對(duì)比標(biāo)準(zhǔn)和改編兩種搜索錯(cuò)誤信念的發(fā)展規(guī)律;同時(shí)為了調(diào)查研究執(zhí)行功能對(duì)錯(cuò)誤信念能預(yù)測(cè)到何種程度,本研究將推廣到多種執(zhí)行功能的任務(wù),目的是為了更有效的分析兩者的發(fā)展規(guī)律及關(guān)系。同時(shí)通過(guò)探索多重抑制對(duì)幼兒心理理論推理的影響,看幼兒能否通過(guò)反推理完成任務(wù)。研究得到以下結(jié)論:(1)不同年齡階段,幼兒的執(zhí)行功能、不同視角下的心理理論發(fā)展及關(guān)系是不同的。執(zhí)行功能與心理理論的發(fā)展存在顯著的年齡差異且兩者發(fā)展不同步,執(zhí)行功能能力早于心理理論能力。(2)3-6歲幼兒從不同視角進(jìn)行心理理論推理,從自我視角進(jìn)行推理的成績(jī)明顯高于從他人視角推理的成績(jī)。(3)不同視角的心理理論與執(zhí)行功能的成績(jī)相關(guān)顯著,且兩者均能彼此預(yù)測(cè)對(duì)方。(4)相對(duì)于模擬操作的研究范式,幼兒更易于理解真實(shí)情景操作的研究范式。(5)年齡、語(yǔ)言與幼兒心理理論、執(zhí)行功能的發(fā)展密切相關(guān),且對(duì)心理理論和執(zhí)行功能的解釋能力也很強(qiáng)。
[Abstract]:In daily life, children must know how to judge and reason from different angles of view about themselves, others' psychology and behavior (i.e., theory of mind), and at the same time, children must also have the ability of executive function. Because these abilities play an extremely important role in children's cognitive development and daily life, how to develop the theory of mind under different age stages and different perspectives? And what about their relationship? This study will repeat part of the research by Rakoczyme (2014). By comparing the psychological theories of children aged 3-6 years old from different perspectives, the development of executive function and the relationship between them are compared with those of children aged 3-6 years in real situations. Furthermore, most of the studies focused on the core component of the child's theory of mind, false belief, and few studies considered another important element of the child's theory of mind: desire. However, if the understanding ability of children's conflict desire is not developed well, it will affect the development of the theory of mind. Therefore, it is necessary to probe deeply into the children's conflict desire and "litmus test paper"-false belief. In study 1, we studied the developmental patterns of children's executive function (inhibition control and working memory), conflict desire (self-perspective, other perspective) and known, unknown search error beliefs (self-perspective, other-perspective) in simulated situations. And the relationship between executive function and conflicting desire, search error belief. On the basis of study 1, in order to avoid the ceiling effect and floor effect, study 2 adopts the real situation operation paradigm, contrasts the rules of development of two kinds of search error beliefs: standard and adaptation; At the same time, in order to investigate the extent to which the executive function can predict the error belief, this study will be extended to the task of multiple executive functions, in order to analyze the development law and the relationship between the two more effectively. At the same time, by exploring the influence of multiple inhibition on children's theoretical reasoning of mind, we can see whether children can accomplish their tasks through reverse reasoning. The following conclusions are drawn: (1) at different ages, the executive function of children and the development and relationship of psychological theory under different perspectives are different. There is significant age difference between executive function and theory of mind, and the development of executive function is out of step. The ability of executive function is earlier than that of theory of mind. Children aged 3-6 years old can infer from different angles of view. The scores of reasoning from the self-perspective were significantly higher than those from the perspective of others. (3) there was a significant correlation between the psychological theory from different perspectives and the performance of the executive function, and both of them could predict each other. 4) compared with the research paradigm of simulated operation, both of them could predict each other. Children are more easily to understand the real situation of the research paradigm. 5) Age, language and children's theory of mind, the development of executive function is closely related, and the ability to explain the theory of mind and executive function is also very strong.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B844.1

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