【作者】 王乃弋；

【导师】 李红；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2004， 硕士

【摘要】 已有的研究证明儿童在别称命名任务上的表现与在错误信念任务上的表现有显著相关，Perner等最初用元表征(RUM)理论来解释这两种能力之间高度的发展同步性，后来提出对观点相对性的理解(PUM)理论，并以此作为儿童心理理论发展的内在认知基础。本研究包括两个实验。实验一重复验证了Perner等的研究，考察了50名西南师大附属幼儿园的3-5岁儿童在同义词(SYN)、成员类别(CAT) (SYN与CAT合称NN别称命名任务)、名称/颜色任务(NC)、名称／部分(NP)、颜色/颜色(CC)和部分／部分(PP)六种别称命名任务及错误信念任务(意外地点任务)上的表现，以及儿童在别称命名任务与错误信念任务上的表现之间的关系。实验二采用我们自己设计的另外两种别称命名任务：名称／功用任务(NF)和对立词任务(ANT)测验同一批被试，并与实验一的结果进行比较。在本研究条件下得出以下结论： (1) 儿童在NN别称命名任务上的表现与错误信念任务有显著相关，即使控制了年龄和言语智商因素相关仍显著；而其余四种别称命名任务(名称／颜色、名称／部分、颜色／颜色、部分／部分)对儿童很容易，与错误信念任务的结果没有显著相关，这验证了Perner等的研究结果，证明在这个问题上文化差异不大。对观点相对性的理解(PUM)理论比其它几种理论假设：元表征理论(RUM)、相互排斥性假设(ME)、认知复杂性及控制理论(CCC)能更好地解释儿童别称命名能力与错误信念理解能力之间的发展同步性。 (2) 控制了年龄和言语智商因素后，名称／功用任务(NF)与NN别称命名任务无显著相关，与错误信念任务也无显著相关，说明NN别称命名任务对年幼儿童的困难不在于视觉提示线索的缺失。 儿童别称命名能力与错误信念理解能力的关系 (3)对立词任务(ANT)与NN别称命名任务和错误信念任务之间均有显著相关，控制年龄和言语智商后相关仍显著，证明抑制性控制与儿童别称命名能力及心理理论的发展有密切的联系。 (4)儿童的别称命名能力可能随任务材料的变化而变化，存在“熟悉性效应”，材料趁熟悉，任务越容易，儿童别称命名能力以及心理理论能力的表现可能是一般认知基础与任务特异性交互作用的结果。更多还原

【Abstract】 The existing experiment results indicate that there are significant correlations between children’s performance on alternative naming tasks and false belief task. Perner et al. firstly use Repecseatational Understanding of Mind (RUM) theory to explain the robust developmental synchronization between children’s ability to alternative naming and understanding false belief. Lately they put forward a new theory: Perspectival Understanding of Mind (PUM) to illustrate the relation between the two abilities, and they also use this theory as the internal cognitive mechanism of children’s theory of mind.The current study includes two experiments. In experiment One, Perner et al.’s results are testified among a sample of 50 children aged 3-5 from the affiliated kindergarten of SWNU. Children are tested by six alternative naming tasks: synonym task (SYN), category task (CAT), (SYN aad CAT are combined as NN alternative naming task), name/color task (NC), name/part task (NP), color/color task (CC) and part/part task (PP), and false belief task (unexpected transfer task). Children’s performances on all the tasks are compared. In experiment Two, the other two alternative naming tasks designed by ourselves are used to test the same subjects: name/function task (NF) and antonym task (ANT). The results are compared with the results of experiment One. Under the condition of this study, the conclusions are as follows:(1) Children’s performance on NN alternative naming task is significantly correlated with their performance on false belief task, even if age and verbal intelligence are partialled out. The other four alternative naming tasks, i.e. NC, NP, CC, PP, are fairly easy to children, and have no significant correlation with false belief task. This confirm the results of Perner et al., indicates there are few cultural differences on this issue. The developmental synchronization between children’s ability to alternative naming and understand false belief can be better explained by Perspectival Understanding of Mind (PUM) theory than several other theories, such as Representational Understanding of Mind (RUM) theory, Mutual Exclusivity (ME) Hypothesis and Cognitive Complexity and Control (CCC) theory.(2) When age and verbal intelligence are partialled out, NF task has no significant correlation with NN task and false belief task, indicates that the difficulty of NN task dosen’t lie in the missing of visual clues.(3) ANT task have significant correlation with NN task and false belief task even when age and verbal intelligence are partialled out, indicates that executive control have a close relation with children’s ability to alternative naming and understand false belief.(4) Children’s ability to alternative naming may vary with the task materials. There is "the effect of familiarity", i.e., the materials are more familiar to children, the task is more easy. Children’s ability to alternative naming and theory of mind may be the results of interaction between a general cognitive base and task specificity.更多还原