心理状态术语对3-5岁汉语儿童错误信念理解的影响
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摘要
儿童心理理论成为近30年来发展心理学的研究热点,也是目前最活跃、最多产的研究领域之一,而其中错误信念理解又是该领域的研究核心。
影响错误信念理解发展的因素很多,语言是其中一个重要的影响因素。目前,一些研究者关注心理状态术语对错误信念理解发展的影响,认为心理状态术语是儿童自身对心理状态外显化的载体。但在为数不多的以汉语儿童为研究对象的研究中,也有许多研究结果不一致的地方。本研究以心理状态术语与错误信念理解之间的关系为研究主题,借助横断研究、纵向研究相结合的研究设计,涉及相关研究、干预研究的研究方案,对心理状态术语与错误信念之间关系的作用机制和发展特点进行了深入的研究。研究共包含三大部分：
第一部分为文献资料的综述部分。首先对错误信念理解、心理状态术语等相关定义、研究范式、研究现状进行了系统的回顾、归纳和整理,接着对心理状态术语与错误信念理解关系的研究现状进行了详细阐述。最后,对以往研究提出不足的基础上,提出了本研究的研究设想及研究意义。
第二部分为实证研究部分。主要涉及探讨错误信念理解与心理状态术语的形成发展特点和作用机制两个方面。包括六个研究。研究1和研究2采用跟踪研究,在看图讲故事的背景下,采用经典错误信念研究范式和基于信念一情绪研究范式来探讨错误信念与心理状态术语产生之间的关系。研究3和研究4进一步考察了心理状态术语理解与错误信念理解的关系。在充分论证了心理状态术语与错误信念理解存有密切关系的基础上,研究5和研究6通过干预研究,进一步揭示心理状态术语在错误信念理解上的因果机制。具体如下：
研究1采用跟踪研究设计,利用经典错误信念任务范式测定幼儿的错误信念理解能力,并收集幼儿看图讲故事的录音材料并编码,考察了3-5岁儿童在看图叙述中心理状态术语的使用与错误信念理解的关系。研究结果表明3-5岁儿童错误信念理解能力快速发展；汉语儿童看图讲故事中使用较多的愿望术语和情绪术语,信念术语使用较少,其中“想”和“要”这两个词语所占比例最大；情绪术语、信念术语与错误信念理解能力密切相关。
研究2通过9个月的跟踪研究,分三个时间点测试,进一步考查了3-5岁儿童看图讲故事中心理状态术语使用情况与高一级的错误信念任务类型——基于信念-情绪任务成绩有关。结果表明,3-5岁幼儿的基于信念-情绪归因主要以情境归因为主。随着时间增长,5岁幼儿表现出较多的信念归因。在控制了一般语言能力和年龄之后,前两个时间点上信念术语使用数量均与基于信念-情绪理解通过率显著相关；信念术语数量增长快的被试更容易通过后期的基于信念-情绪任务。
研究3是在错误信念理解任务问题中改变三个不同的心理状态术语(以为、觉得、想)来考察对3-5岁儿童错误信念任务成绩的影响。结果显示,错误信念测试问题中使用不同心理状态术语对幼儿错误信念理解成绩有局部显著影响。“以为”条件下的儿童在错误信念总成绩上显著高于“想”和“觉得”条件下的儿童。
研究4为了弥补研究3实验设计上可能存在的缺陷,分别测量幼儿的心理状态术语理解能力和错误信念理解能力,从而进一步考察幼儿心理状态术语理解能力与错误信念理解能力之间的关系。结果显示,心理状态术语理解成绩是错误信念理解的有效预测源。
研究5和研究6主要通过实验组对照组前后测实验设计探讨心理状态术语训练对幼儿错误信念理解的影响。研究5探讨不同心理状态干预方式是否对经典错误信念理解有影响。研究6进一步探讨这种干预方式是否对基于信念-情绪任务产生影响。研究结果显示,让孩子倾听含有丰富的心理状态术语故事并对常用的心理状态术语进行对话训练可促进4岁儿童错误信念理解能力、基于信念-情绪理解能力、心理状态术语理解能力等方面的发展,但对心理状态术语产生及情绪归因类型上似乎促进效果不明显。
第三部分则是在以上研究结果的基础上,结合其他研究的结论,对心理状态术语和错误信念关系的发展特点及作用机制等方面进行了整合和归纳,并对本研究中存在的问题进行了反思和分析,基于此提出了进一步的研究方向。
Children's theory of mind has been the hot research topic for cognitive psychology and developmental psychology in the latest30years. Currently it is also one of the most active and productive research fields, in which false belief understanding is the core of research.
There are many factors influencing the development of false belief understanding, in which language is an important influencing factor. At present, some researchers concern about mental state terms'effect on false belief understanding. They think that mental state terms are the carrier to manifest children's own mental state. However, there are also many inconsistencies in a small number of researches which selected Chinese children as research subjects. Basing on the research design as cross-sectional study combining with longitudinal study and research scheme as correlative study assisted by intervention study, this research selected the relationship between mental state terms and false belief understanding as research topic, and it studied the acting mechanisms and developmental traits of this relationship in depth as well. The dissertation includes three parts.
The first part is literature review. The definition, research paradigm and research status on false belief understanding and mental state terms were presented firstly. Then the research status about the relationship between mental state terms and false belief understanding was introduced detailedly. Finally, basing on analyses of the facing problem, the research ideas and significance were put forward.
The second part consists of a series of studies, which focused on the developmental traits and acting mechanisms of false belief understanding and mental state terms. It includes six studies. Study1and study2used tracking study. Basing on the background of storytelling by looking at picture, the relationship between false belief and mental state terms production was discussed by using classical false belief research paradigm and belief-emotion research paradigm. Then study3and study4explored the relationship between mental state terms understanding and false belief understanding further. With the full demonstration for the close relationship between mental state terms and false belief understanding, study5and study6used intervention study to reveal the causal mechanism of mental state terms on false belief understanding. The details are showed as following:
In study1, research design was tracking study. Infant's false belief understanding ability was tested by using the classical false belief task paradigm. The recording materials of infant's storytelling by looking at picture was collected and coded. Then the relationship between mental state terms using and false belief understanding was explored. The result indicated:(1) the ability of false belief understanding developed rapidly for children aged3-5;(2) Chinese children used more desire terms and emotion terms when they told the story by looking at the picture, while they used less belief terms, in which the words'want to'and'to be'were in the largest proportion. Emotion terms and belief terms were closely related with the ability of false belief understanding.
In study2, tracking study was used for9months with test in3time points. The study explored whether mental state terms using was related to the performance of belief-emotion task which was the higher level of false belief task type when children aged3-5told the stories. The result showed that situational attribution was the main type of belief-emotion attribution for children aged3-5.5years old, and infants showed more belief attribution with the time growing. When the general language ability variable and age variable were controlled, belief terms correlated significantly with the pass rates of belief-emotion understanding in the first two time points. It was easier to pass the later belief-emotion task for the subjects with belief terms rapid growing.
The three different mental state terms (think, feel, want) of the false belief understanding task problems were changed in study3to explore its effect on the performance of false belief task of the children aged3-5. The result showed that the false belief understanding performance was partly influenced significantly by using different mental state terms in the test problems of false belief. For children, the total score of false belief under the condition of'think'was significantly higher than the condition of'want'and'feel'.
Study4tested infant's ability of mental state terms understanding and ability of false belief understanding respectively to compensate for the possible defects from research design. The result indicated that the score of mental state terms understanding was the effective predictor for false belief understanding.
The goal of Study5and6was to explore the effect of mental state terms training on infant's false belief understanding by the experimental design of experimental group with pretest and posttest as well as control group. The topic of study5was to discuss whether the different ways of intervention on mental state terms would influence the classical false belief understanding. The topic of study6was to explore further whether the way of intervention could influence belief-emotion task. The result showed that listening to the stories with rich mental state terms and dialogue training of common mental state terms could promote the ability of false belief understanding, belief-understanding and mental state terms understanding of children aged4, while which couldn't promote the production of mental state terms as well as emotional attribution type significantly.
The third part of the dissertation was a general discussion of the whole research. Based on the results of this research and others, the author demonstrated the acting mechanisms and developmental traits of the relationship between mental state terms and false belief. At last, the author analyzed the value and problem of this research and pointed out the future direction of such research.
影响错误信念理解发展的因素很多,语言是其中一个重要的影响因素。目前,一些研究者关注心理状态术语对错误信念理解发展的影响,认为心理状态术语是儿童自身对心理状态外显化的载体。但在为数不多的以汉语儿童为研究对象的研究中,也有许多研究结果不一致的地方。本研究以心理状态术语与错误信念理解之间的关系为研究主题,借助横断研究、纵向研究相结合的研究设计,涉及相关研究、干预研究的研究方案,对心理状态术语与错误信念之间关系的作用机制和发展特点进行了深入的研究。研究共包含三大部分：
第一部分为文献资料的综述部分。首先对错误信念理解、心理状态术语等相关定义、研究范式、研究现状进行了系统的回顾、归纳和整理,接着对心理状态术语与错误信念理解关系的研究现状进行了详细阐述。最后,对以往研究提出不足的基础上,提出了本研究的研究设想及研究意义。
第二部分为实证研究部分。主要涉及探讨错误信念理解与心理状态术语的形成发展特点和作用机制两个方面。包括六个研究。研究1和研究2采用跟踪研究,在看图讲故事的背景下,采用经典错误信念研究范式和基于信念一情绪研究范式来探讨错误信念与心理状态术语产生之间的关系。研究3和研究4进一步考察了心理状态术语理解与错误信念理解的关系。在充分论证了心理状态术语与错误信念理解存有密切关系的基础上,研究5和研究6通过干预研究,进一步揭示心理状态术语在错误信念理解上的因果机制。具体如下：
研究1采用跟踪研究设计,利用经典错误信念任务范式测定幼儿的错误信念理解能力,并收集幼儿看图讲故事的录音材料并编码,考察了3-5岁儿童在看图叙述中心理状态术语的使用与错误信念理解的关系。研究结果表明3-5岁儿童错误信念理解能力快速发展；汉语儿童看图讲故事中使用较多的愿望术语和情绪术语,信念术语使用较少,其中“想”和“要”这两个词语所占比例最大；情绪术语、信念术语与错误信念理解能力密切相关。
研究2通过9个月的跟踪研究,分三个时间点测试,进一步考查了3-5岁儿童看图讲故事中心理状态术语使用情况与高一级的错误信念任务类型——基于信念-情绪任务成绩有关。结果表明,3-5岁幼儿的基于信念-情绪归因主要以情境归因为主。随着时间增长,5岁幼儿表现出较多的信念归因。在控制了一般语言能力和年龄之后,前两个时间点上信念术语使用数量均与基于信念-情绪理解通过率显著相关；信念术语数量增长快的被试更容易通过后期的基于信念-情绪任务。
研究3是在错误信念理解任务问题中改变三个不同的心理状态术语(以为、觉得、想)来考察对3-5岁儿童错误信念任务成绩的影响。结果显示,错误信念测试问题中使用不同心理状态术语对幼儿错误信念理解成绩有局部显著影响。“以为”条件下的儿童在错误信念总成绩上显著高于“想”和“觉得”条件下的儿童。
研究4为了弥补研究3实验设计上可能存在的缺陷,分别测量幼儿的心理状态术语理解能力和错误信念理解能力,从而进一步考察幼儿心理状态术语理解能力与错误信念理解能力之间的关系。结果显示,心理状态术语理解成绩是错误信念理解的有效预测源。
研究5和研究6主要通过实验组对照组前后测实验设计探讨心理状态术语训练对幼儿错误信念理解的影响。研究5探讨不同心理状态干预方式是否对经典错误信念理解有影响。研究6进一步探讨这种干预方式是否对基于信念-情绪任务产生影响。研究结果显示,让孩子倾听含有丰富的心理状态术语故事并对常用的心理状态术语进行对话训练可促进4岁儿童错误信念理解能力、基于信念-情绪理解能力、心理状态术语理解能力等方面的发展,但对心理状态术语产生及情绪归因类型上似乎促进效果不明显。
第三部分则是在以上研究结果的基础上,结合其他研究的结论,对心理状态术语和错误信念关系的发展特点及作用机制等方面进行了整合和归纳,并对本研究中存在的问题进行了反思和分析,基于此提出了进一步的研究方向。
Children's theory of mind has been the hot research topic for cognitive psychology and developmental psychology in the latest30years. Currently it is also one of the most active and productive research fields, in which false belief understanding is the core of research.
There are many factors influencing the development of false belief understanding, in which language is an important influencing factor. At present, some researchers concern about mental state terms'effect on false belief understanding. They think that mental state terms are the carrier to manifest children's own mental state. However, there are also many inconsistencies in a small number of researches which selected Chinese children as research subjects. Basing on the research design as cross-sectional study combining with longitudinal study and research scheme as correlative study assisted by intervention study, this research selected the relationship between mental state terms and false belief understanding as research topic, and it studied the acting mechanisms and developmental traits of this relationship in depth as well. The dissertation includes three parts.
The first part is literature review. The definition, research paradigm and research status on false belief understanding and mental state terms were presented firstly. Then the research status about the relationship between mental state terms and false belief understanding was introduced detailedly. Finally, basing on analyses of the facing problem, the research ideas and significance were put forward.
The second part consists of a series of studies, which focused on the developmental traits and acting mechanisms of false belief understanding and mental state terms. It includes six studies. Study1and study2used tracking study. Basing on the background of storytelling by looking at picture, the relationship between false belief and mental state terms production was discussed by using classical false belief research paradigm and belief-emotion research paradigm. Then study3and study4explored the relationship between mental state terms understanding and false belief understanding further. With the full demonstration for the close relationship between mental state terms and false belief understanding, study5and study6used intervention study to reveal the causal mechanism of mental state terms on false belief understanding. The details are showed as following:
In study1, research design was tracking study. Infant's false belief understanding ability was tested by using the classical false belief task paradigm. The recording materials of infant's storytelling by looking at picture was collected and coded. Then the relationship between mental state terms using and false belief understanding was explored. The result indicated:(1) the ability of false belief understanding developed rapidly for children aged3-5;(2) Chinese children used more desire terms and emotion terms when they told the story by looking at the picture, while they used less belief terms, in which the words'want to'and'to be'were in the largest proportion. Emotion terms and belief terms were closely related with the ability of false belief understanding.
In study2, tracking study was used for9months with test in3time points. The study explored whether mental state terms using was related to the performance of belief-emotion task which was the higher level of false belief task type when children aged3-5told the stories. The result showed that situational attribution was the main type of belief-emotion attribution for children aged3-5.5years old, and infants showed more belief attribution with the time growing. When the general language ability variable and age variable were controlled, belief terms correlated significantly with the pass rates of belief-emotion understanding in the first two time points. It was easier to pass the later belief-emotion task for the subjects with belief terms rapid growing.
The three different mental state terms (think, feel, want) of the false belief understanding task problems were changed in study3to explore its effect on the performance of false belief task of the children aged3-5. The result showed that the false belief understanding performance was partly influenced significantly by using different mental state terms in the test problems of false belief. For children, the total score of false belief under the condition of'think'was significantly higher than the condition of'want'and'feel'.
Study4tested infant's ability of mental state terms understanding and ability of false belief understanding respectively to compensate for the possible defects from research design. The result indicated that the score of mental state terms understanding was the effective predictor for false belief understanding.
The goal of Study5and6was to explore the effect of mental state terms training on infant's false belief understanding by the experimental design of experimental group with pretest and posttest as well as control group. The topic of study5was to discuss whether the different ways of intervention on mental state terms would influence the classical false belief understanding. The topic of study6was to explore further whether the way of intervention could influence belief-emotion task. The result showed that listening to the stories with rich mental state terms and dialogue training of common mental state terms could promote the ability of false belief understanding, belief-understanding and mental state terms understanding of children aged4, while which couldn't promote the production of mental state terms as well as emotional attribution type significantly.
The third part of the dissertation was a general discussion of the whole research. Based on the results of this research and others, the author demonstrated the acting mechanisms and developmental traits of the relationship between mental state terms and false belief. At last, the author analyzed the value and problem of this research and pointed out the future direction of such research.
引文
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