本文選題：中度 + 智力障礙兒童�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：心理理論與執(zhí)行功能以及親社會行為之間存在密切的聯(lián)系。有研究表明,心理理論的增強(qiáng)可以提高親社會行為,執(zhí)行功能也對親社會行為有推動作用。但是對于中度智力障礙兒童這一特殊群體,三者關(guān)系及作用機(jī)制尚未形成一致的結(jié)論。本研究以中度智力障礙兒童為被試,探討不同年齡組智力障礙兒童在心理理論、執(zhí)行功能和親社會行為上的差異;探究其心理理論、執(zhí)行功能和親社會行為三者之間的關(guān)系;檢驗冷、熱執(zhí)行功能在心理理論和親社會行為間是否起中介作用;構(gòu)建智力障礙兒童心理理論、執(zhí)行功能與親社會行為的結(jié)構(gòu)模型圖。本研究選取上海市三所特殊學(xué)校對1-9年級90名學(xué)生進(jìn)行實驗分析,采用錯誤信念、內(nèi)容錯誤和外表真實三個實驗探究中度智力障礙兒童心理理論發(fā)展水平,采用日夜Stroop任務(wù)和DCCS卡片分類測量冷執(zhí)行功能,采用窗口任務(wù)和延遲滿足測量熱執(zhí)行功能,采用安慰、合作、分享、助人實驗測量親社會行為。本研究得出如下結(jié)果:(1)智力障礙兒童心理理論各項目的平均得分隨著年齡增長而逐漸提高。心理理論在年齡上存在顯著差異,高年齡組、中年齡組在心理理論得分上顯著高于低年齡組,高年齡組在心理理論上也顯著高于中年齡組。(2)智力障礙兒童執(zhí)行功能各因素的平均得分隨著年齡增長而提高。執(zhí)行功能在年齡上存在顯著差異,高年齡組、中年齡組在冷執(zhí)行功能、熱執(zhí)行功能、執(zhí)行功能得分顯著高于低年齡組。(3)智力障礙兒童的親社會行為在年齡上存在顯著差異,高年齡組和中年齡組在親社會行為得分上顯著高于低年齡組,中年齡組與高年齡組在親社會行為不存在顯著性差異。(4)智力障礙兒童的合作行為發(fā)展相對較早,其次是助人、分享,最次是安慰,這與正常兒童發(fā)展趨勢一致。(5)智力障礙兒童心理理論與執(zhí)行功能、親社會行為呈顯著正相關(guān)。(6)智力障礙兒童心理理論對親社會行為產(chǎn)生影響,冷執(zhí)行功能、熱執(zhí)行功能在心理理論和親社會行為之間起到中介作用。
[Abstract]:There is a close relationship between psychological theory and executive function as well as prosocial behavior. Some studies have shown that the enhancement of psychological theory can improve prosocial behavior, and the executive function can also promote prosocial behavior. However, for the special group of children with moderate mental retardation, the relationship between them and the mechanism of their action have not reached a consistent conclusion. In this study, children with moderate mental retardation were taken as subjects to explore the differences of mental theory, executive function and prosocial behavior among children of different age groups, and to explore the relationship among mental theory, executive function and prosocial behavior. To test whether the cold and hot executive function plays an intermediary role between psychological theory and prosocial behavior, and to construct the mental theory, executive function and prosocial behavior structure model of children with mental retardation. In this study, 90 students in grades 1-9 were selected from three special schools in Shanghai to study the development level of mental theory in children with moderate mental retardation by using three experiments: false belief, content error and appearance truthfulness. Day and night Stroop task and DCCS card sorting were used to measure cold executive function, window task and delay satisfaction were used to measure hot executive function, comfort, cooperation, sharing and helping experiment were used to measure prosocial behavior. The results of this study are as follows: (1) the average scores of mental retardation children's psychological theories gradually increase with age. There was significant difference in the age of the theory of mind. The scores of the high age group and the middle age group were significantly higher than that of the low age group. The average scores of the factors of executive function of children with mental retardation were significantly higher than those of the middle age group (2) the average score of the factors of executive function of the children with mental retardation increased with the increase of age. The scores of executive function in cold executive function, hot executive function and executive function were significantly higher than those in the low age group (P < 0.05). There were significant differences in the age of prosocial behavior among the children with mental retardation, such as the old age group, the middle age group, the cold executive function group, the hot executive function group and the middle age group. The scores of prosocial behavior in the high age group and middle age group were significantly higher than those in the low age group. There was no significant difference between the middle age group and the high age group in the prosocial behavior. 4) the cooperative behavior of the children with mental retardation developed relatively earlier, followed by helping others. Sharing, the most important is comfort, which is consistent with the development trend of normal children. (5) Mental theory and executive function of children with mental retardation, prosocial behavior is significantly positively related to psychological theory of children with mental retardation has an impact on pro-social behavior, cold executive function. Hot executive function plays an intermediary role between psychological theory and pro-social behavior.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.1

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