摘要
参照Carpendale和Chandler的实验范式，研究儿童对于“人们可能对同样信息给出不同解释”这一现象的理解。考察5～8岁儿童的解释性心理理论的发展。结果表明。5岁儿童不能理解心理过程的解释性，认为同样的信息只有一种合理的解释。从6岁开始，儿童才认识到，模糊信息可以有多种解释，但6、7岁时的这种理解并不完善，成绩随着任务要求而变化。8岁儿童才有比较稳定的解释性心理理论。
The study explored the development of 5-to 8-year-old children＇s interpretive theory of mind. Carpendale and Chandler＇s research paradigm was used to study children＇s understanding of the phenomenon that ＇people may form different interpretations of the same information＇. The results indicated that 5-year-olds could not understand the interpretive character of mind. They seemed to think that one message could have only one rational meaning. Children of 6 years old began to realize that ambiguous information could lead to multiple interpretations. However, 6- or 7-year-olds＇ understanding was not fully developed, and their performance fluctuated with the test questions varied. 8-year-old children seemed to have a stable interpretive theory of mind.
出处
《心理科学》
CSSCI
CSCD
北大核心
2007年第1期158-161,共4页
Journal of Psychological Science
基金
教育部人文社会科学十五规划项目01JAXLX014。
关键词
解释性心理理论
复制式心理理论
错误信念理解
interpretive theory of mind, copy theory of mind, false belief understanding
