学龄前儿童心理理论对语篇理解能力的作用:基于训练研究的证据
文献类型：学位论文
| 作者 | 赵丽华 |
| 答辩日期 | 2022-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李晶 |
| 关键词 | 心理理论 心理理论训练 语篇理解 学龄前儿童 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The effect of theory of mind on discourse comprehension in preschoolers: Evidence from training studies |
| 中文摘要 | The role of theory of mind (ToM) in children's development in discourse comprehension is unique and important. However, there are few studies on the relationship between theory of mind and discourse comprehension in preschool children. Preschool children have limited literacy, and their understanding of discourse is mainly through the way of parent-child co-reading, using their discourse comprehension ability to understand the content of the story they hear. In the process of parent-child reading, parents often talk with children about the mental state of the characters in the story. Studies have found that children's theory of mind can be improved through daily discussions between parents and children about mental states, or through theory of mind training rich in mental state vocabulary. Children with a high level of theory of mind are more likely to understand the content of the story, and their level of discourse comprehension is also higher. So, does theory of mind training for preschool children help to improve their discourse comprehension? We tried to explore that. Studies have focused on the correlation between children's theory of mind and the discourse comprehension, but due to the test task, the age of participants, cultural differences and other reasons, it is not clear whether the existing research results are applicable to the discourse comprehension of Chinese native preschoolers, and whether there is a correlation between their theory of mind and their discourse comprehension. In view of the above problems, this study attempts to explore the following questions: (1) What is the relationship between the different components of preschool children's theory of mind and their different types of discourse comprehension? (2) What is the effect of preschool children's theory of mind training on their different components of theory of mind and different types of discourse comprehension? Study 1: To explored the relationship between different components of preschool children's theory of mind and their different types of discourse comprehension. In experiment 1，the relationship between different components of theory of mind (social cognition, social perception, social pragmatics) and different types of discourse comprehension (social discourse story and non-social discourse story) was investigated in 4- and 5-year-old children. Study 2: Children were randomly divided into experimental group and control group on the basis of study 1. The experimental group received picture book story training with rich mental state words (theory of mind training group), and the control group received picture book story training without mental state words (non-theory of mind training group). To further explore the effect of preschool children's theory of mind training on their different components of theory of mind and different types of discourse comprehension. Experiment 2 examined the effects of training on different components of preschool children's theory of mind, and experiment 3 examined the effects of training on preschool children's different types of discourse comprehension. The results show that: (1) The social cognitive component of theory of mind positively predicted the comprehension of social discourse in 4一and 5-year-old children. Among them, the first-order false belief level of the 4-year-old children has a significant predictive effect on their social discourse comprehension ability, which is consistent with the law of the development of children's theory of mind. (2) The training of the experimental group and the control group improved the performance of the theory of mind social cognition task in the 4一and 5-year-old group. (3) The training of the experimental group and the control group improved the performance of the 4- and 5-year-old children in different types of discourse comprehension tasks. In general, this study comprehensively analyzed the relationship between preschool children's different components of theory of mind and different types of discourse comprehension, and found that theory of mind training can promote their social cognitive level of theory of mind and different types of discourse comprehension. The effect of time interval was most significant when compared to the age and group of preschoolers, these results indicate that the continuous story training can promote the preschool children's theory of mind and discourse comprehension ability, and the story training rich in mental state vocabulary has a more obvious effect on the children's social cognition level of theory of mind and different types of discourse comprehension ability. |
| 英文摘要 | 儿童发展过程中的心理理论(theory of mind, ToM)对语篇阅读理解能力的作用模式既独特也重要，但是目前针对学龄前儿童心理理论与语篇理解能力间关系的研究较少。学龄前儿童识字有限，他们对语篇的理解主要是通过亲子共读的方式，对听到的故事内容使用他们的语篇理解能力来理解。在亲子共读过程中，家长常常会与儿童对故事角色的心理状态进行谈论。研究发现儿童的心理理论水平可以通过亲子间日常对心理状态的谈论来提升，或是通过富含心理状态词汇的心理理论训练来促进。心理理论水平高的儿童更容易理解故事的内容，他们语篇理解能力的水平也会更高。那么，对学龄前儿童进行心理理论训练是否有助于提升他们的语篇理解能力呢?我们试图对此进行探究。已有研究关注了儿童心理理论与语篇理解能力间的相关关系，但是由于施测任务、被试年龄和文化差异等方面的原因，我们并不清楚已有的研究结果是否适用于中国本土学龄前儿童对汉语故事的语篇理解，他们的心理理论和语篇理解能力间是否也存在相关关系?针对上述问题，本研究试图探究以下问题:(1)学龄前儿童心理理论的不同成分与他们不同类型的语篇理解能力间存在何种关系?(2)学龄前儿童的心理理论训练对他们的心理理论不同成分和不同类型语篇理解能力有何作用? 研究一探究学龄前儿童心理理论不同成分与不同类型语篇理解能力间的关系。实验1探讨4岁和5岁儿童心理理论的不同成分(社会认知、社会知觉、社会语用)与不同类型语篇理解能力(社会性语篇故事、非社会性语篇故事)间的关系。研究二在研究一的基础上随机将儿童分成了实验组和对照组，实验组儿童接受富含心理状态词汇的绘本故事训练(心理理论训练组)，对照组儿童接受不含心理状态词汇的绘本故事训练(非心理理论训练组)，进一步探究学龄前儿童心理理论训练对他们心理理论不同成分与不同类型语篇理解能力的作用。其中实验2考查了训练对学龄前儿童心理理论不同成分的作用，实验3考查了训练对学龄前儿童不同类型语篇理解能力的作用。 研究结果表明:(1) 4岁组和5岁组儿童心理理论的社会认知成分正向预测了他们的社会性语篇理解能力，其中4岁组儿童的一级错误信念水平对他们的社会性语篇理解能力的预测作用显著，符合儿童心理理论发展的规律。(2)实验组和对照组的训练都提升了4岁组和5岁组儿童心理理论社会认知水平任务的表现。(3)实验组和对照组的训练都提升了4岁组与5岁组儿童不同类型的语篇理解能力任务的表现。 总的来说，本研究全面分析了学龄前儿童心理理论的不同成分与他们不同类型语篇理解能力间的关系，并发现心理理论训练对他们心理理论的社会认知水平和不同类型的语篇理解能力都存在促进作用。相比学龄前儿童的年龄和组别，时间间隔的作用最明显，这说明持续的故事训练可能会促进学龄前儿童的心理理论和语篇理解能力，其中富含心理状态词汇的故事训练对儿童心理理论的社会认知水平和不同类型故事的语篇理解能力提升效果更加明显。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/44998]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 赵丽华. 学龄前儿童心理理论对语篇理解能力的作用:基于训练研究的证据[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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