聋童与正常儿童对假装表征、模仿性假装和欺骗性假装的认识

摘要/Abstract

摘要： 本研究认为，对假装的认识包含理解假装表征、模仿性假装和欺骗性假装。选取了86名3-5岁的学前儿童和122名3-12岁的聋童，考察他们对假装上述内容的认知情况及差异。结果表明：（1）当假装任务中涉及的事物特征不符合儿童经验时，9岁前的聋童和正常学前儿童难以理解假装表征和模仿性假装。反之若符合儿童的经验，大部分3岁正常儿童及7岁聋童就能正确理解上述内容；（2）5岁正常儿童和7岁聋童已能正确理解欺骗性假装，这比他们在同样情境下理解假装的表征和模仿性假装的年龄要迟。（3）聋童理解假装问题要比正常儿童滞后2-4年，但他们正确理解这些问题的年龄起点及达到的程度与正常儿童可能是一致的，而且发展的趋势也是相似的。（4）手语聋童理解假装问题的成绩好于口语聋童，那些父母会手语或父母是聋人的聋童的成绩好于其他聋童。本研究的结论是：低龄正常儿童和聋童还难以真正理解假装表征；聋童对假装的认识比正常儿童滞后2-4年，但发展趋势相似；聋童自身的手语水平及其父母的手语水平是影响他们理解假装的主要因素。

关键词: 聋童, 学前儿童, 假装, 心理表征, 心理理论

Abstract: The research of children understanding pretence could reflect the extensive content of theory of mind research and some suspicion to the research conclusion of classical false belief task. This research held that the pretence understanding includes understanding pretence representation, imitative pretence and deceptive pretence. This research selected 86 preschool children aged from 3 to 5, and 122 deaf children aged from 3 to 12. Then they were divided into 3 and 5 age groups separately. This research was consisted of two pretence tasks to investigate pretence understanding content above and the difference. The results indicated:1) When the characteristics of the things involved in the pretence tasks didn't accord with children's experience, nine-year-old deaf children and normal children aged from 3 to 5 could not understand pretense representation and imitative pretence; while the context accorded with children's experience, most of the normal children aged 3 and the deaf children aged 7 can; 2) Five-year-old normal children and deaf children aged 7 could understand deceptive pretence, which was later than their understanding of the pretence representation and imitative pretence in the same context. 3) Though the age of deaf children understanding pretend tasks was 2 to 4 years later than the normal children, the starting age and degree of understanding these questions may be the same and the trend in development was similar. 4) Signer deaf children could understand pretence tasks better than oral deaf children. Those whose parents can make signer and those whose parents are deaf were better than others in understanding. This research indicated that young children understood pretence representation was worse substantially. Deaf children understand pretend tasks were later than formal children, while the development trend was similar. The sign language level of the deaf children and their parents greatly influenced deaf children's understanding pretence.

Key words: deaf children, preschool children, pretence, mental representation, theory of mind

中图分类号:

B844.2

陈友庆. 聋童与正常儿童对假装表征、模仿性假装和欺骗性假装的认识[J]. 心理与行为研究, 2018, 16(1): 66-73.

CHEN Youqing. Deaf Children and Normal Children's Understanding of Pretence Representation, Imitative Pretence and Deceptive Pretence[J]. Studies of Psychology and Behavior, 2018, 16(1): 66-73.

参考文献

陈友庆, 郭本禹. (2006). 聋儿的心理理论发展特点及影响因素. 心理科学进展, 14(3), 382-388.
雷怡, 李红. (2007). 5岁儿童能够理解假装的心理表征:对Moe任务的质疑. 心理科学, 30(3), 741-745.
倪伟. (2014). 假装游戏与儿童发展:观点、争论与展望. 南京师大学报(社会科学版), (5), 111-118.
沈旭慧, 王珍. (2011). 非比较研究及前后对照研究结局变量Meta分析的效应量选择. 中国组织工程研究与临床康复, 15(4), 733-736.
王桂琴, 方格. (2003). 3-5岁儿童对假装的辨认和对假装者心理的推断. 心理学报, 35(5), 662-668.
王桂琴, 方格, 杨小冬. (2003). 儿童对假装的认知发展的研究进展. 心理科学, 26(5), 898-900.
Austin, J. L. (1979). Pretending. In J. O. Urmson & G. J. Warnock (Eds.), Philosophical papers (3rd ed., pp. 253-271). Oxford, UK:Oxford University Press.
Courtin, C., & Melot, A. M. (1998). Development of theories of mind in deaf children. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (Vol. 2, pp. 79-102). Mahwah, NJ:Lawrence Erlbaum.
de Villiers, P. A., & de Villiers, J. G. (2012). Deception dissociates from false belief reasoning in deaf children:Implications for the implicit versus explicit theory of mind distinction. British Journal of Developmental Psychology, 30, 188-209.
German, T. P., & Leslie, A. M. (2001). Children's inferences from ‘knowing’ to ‘pretending’ and ‘believing’. British Journal of Developmental Psychology, 19, 59-83.
Leslie, A. M. (1994). Pretending and believing:Issues in the theory of ToMM. Cognition, 50, 211-238.
Lillard, A. S. (1993). Young children's conceptualization of pretense:Action or mental representational state? Child Development, 64(2), 372-386.
Lillard, A. S. (1996). Body or mind:Children's categorizing of pretense. Child Development, 67(4), 1717-1734.
Lillard, A. S. (1998). Wanting to be it:Children's understanding of intentions underlying pretense. Child Development, 69(4), 981-993.
Peterson, C. C., & Siegal, M. (1999). Representing inner worlds:Theory of mind in autistic, deaf, and normal hearing children. Psychological Science, 10(2), 126-129.
Remmel, E. (2003). Theory of mind development in signing deaf children (Unpublished doctorial dissertation). Stanford University.
Richert, R. A., & Lillard, A. S. (2002). Children's understanding of the knowledge prerequisites of drawing and pretending. Developmental Psychology, 38(6), 1004-1015.
Russell, P. A., Hosie, J. A., Gray, C. D., Scott, C., Hunter, N., Banks, J. S., & Macaulay, M. C. (1998). The development of theory of mind in deaf children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 39(6), 903-910.
Woolfe, T., Want, S. C., & Siegal, M. (2003). Siblings and theory of mind in deaf native signing children. Journal of Deaf Studies and Deaf Education, 8(3), 340-347.

[1]	曾思瑶, 王振宏. 中文版父母报告高敏感儿童量表的修订[J]. 心理与行为研究, 2022, 20(1): 101-107.
[2]	王军利, 文彦茹, 林艺, 侯莉敏. 学前儿童情绪表达规则认知发展特征及其影响因素：一项追踪研究[J]. 心理与行为研究, 2021, 19(6): 764-770.
[3]	黄鹤, 王小英, 吕博. 家庭累积风险与流动学前儿童的问题行为：一个有调节的中介模型[J]. 心理与行为研究, 2021, 19(6): 779-785.
[4]	曾天德, 李杰, 陈顺森. 心理理论对城区流动儿童心理社会能力的影响机制：双中介作用[J]. 心理与行为研究, 2019, 17(6): 846-853.
[5]	王婷, 王丹, 张积家. 双语与双言影响心理理论内隐系统与外显系统的分离[J]. 心理与行为研究, 2019, 17(4): 442-451.
[6]	付聪, 韩仁生. 自我损耗对儿童分享行为的影响[J]. 心理与行为研究, 2018, 16(2): 217-224.
[7]	张丽, 李甦. 3-5岁儿童汉字方向敏感性的发展[J]. 心理与行为研究, 2018, 16(1): 74-80.
[8]	张晶晶,杨颖,胡清芬. 儿童推断他人知识状态的知识偏差和无知偏差[J]. 心理与行为研究, 2016, 14(5): 618-625.
[9]	陈友庆, 陶君. 重要他人情境对青少年意图判断诺布效应的影响*[J]. 心理与行为研究, 2016, 14(4): 471-478.
[10]	沙晶莹, 张向葵. 团体表扬对学前儿童字词掌握效果的影响：团队认同的调节作用[J]. 心理与行为研究, 2016, 14(3): 331-337.
[11]	郭筱琳，任萍，马凤玲，徐芬. 幼儿执行功能的发展对心理理论发展的影响^*[J]. 心理与行为研究, 2016, 14(1): 70-79.
[12]	李红. 中国儿童推理能力发展的初步研究[J]. 心理与行为研究, 2015, 13(5): 637-647.
[13]	姜玮丽,刘若麟,苏彦捷. 3-6岁儿童的说服理解与说服行为的关系：心理理论的作用*[J]. 心理与行为研究, 2015, 13(5): 684-690.
[14]	陈友庆, 耿海艳. 中学生的心理理论在冲突道义情境中的特点^*[J]. 心理与行为研究, 2014, 12(6): 782-789.
[15]	郑玉玮，王益文. 成人期个体心理理论的发展、研究范式与神经机制[J]. 心理与行为研究, 2014, 12(5): 712-719.