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首页> 外文学位 >The Dispute or the Conciliation of 'Theory Theory' and 'Simulation Theory'? An Investigation of the Relation between Pretend Play and Theory of Mind in Preschoolers.
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The Dispute or the Conciliation of 'Theory Theory' and 'Simulation Theory'? An Investigation of the Relation between Pretend Play and Theory of Mind in Preschoolers.

机译：“理论理论”与“模拟理论”的争议还是调和？学龄前儿童假装游戏与心理理论之间关系的调查。

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摘要

"Theory of mind" refers to the competence to understand the mental states of oneself and others, such as perception, emotion, intention, belief, etc. (Baron-Cohen, 2001). Existing literature suggests that the abilities to understand mental states are associated with pretend play behaviors in children. However, the theory theory (Perner, 1991) and the simulation theory (Harris, 2000) have provided different interpretations about their relations because the two theories have different views concerning the cognitive mechanism underlying the development of theory of mind.;The present research compared the two theories by investigating the relations between children's pretend play and their false belief understanding abilities. Three studies were conducted, that involved preschool children from 3-years-old to 5-years-old from a remote area in the eastern part of China, to address three questions on that the two theories pose different predictions. The first question was concerned with whether or not there IS a developmental sequence between understanding the mental states of oneself and understanding others' (Study 1). The second question was about whether or not the abilities to understand mental states are associated with oneself's pretend playas well as with social pretend play (Study 2). The third question was related to whether or not two types of social pretend play interventions that were designed based on the two theories respectively would significantly affect children's competence to understand false belief by comparing the two intervention groups with a control group (Study 3). The intervention method towards the theory theory involved an explicit discussion of multiple identities of oneself whereas the intervention reflecting the simulation theory did not have the discussion.;Results from the three studies were not in support of either theory fully and consistently. Specifically, the result of Study 1 showed that the children understood the false belief of others before they understood the false belief of oneself's. This result was inconsistent with both theories. Results of Study 2 indicated that children' understanding of false belief was associated only with social pretend play, but not with oneself's pretend play. However, considering the concept of multiple models of representations could be used to explain the relation between pretend play and false belief understanding abilities and has no theory inclination, it could not give evidence to the comparison between the two theories through these ways and results of the relation examination in this study. The results of the intervention study demonstrated that only the training method that involved the discussion of multiple identities of oneself produced significant and positive effect on children's false belief understanding. In brief, the theory theory was considered to obtain stronger support from the present research.
机译：“心理理论”是指理解自己和他人的心理状态的能力，例如知觉，情感，意图，信念等（Baron-Cohen，2001）。现有文献表明，理解儿童心理状态的能力与儿童假装游戏行为有关。然而，理论理论（Perner，1991）和模拟理论（Harris，2000）对它们之间的关系提供了不同的解释，因为这两种理论对心理理论发展背后的认知机制有不同的看法。通过研究儿童假装游戏与他们的错误信念理解能力之间的关系，得出了两种理论。进行了三项研究，涉及来自中国东部偏远地区的3岁至5岁的学龄前儿童，以解决关于这两种理论构成不同预测的三个问题。第一个问题是关于在理解自己的心理状态与理解他人的心理状态之间是否存在发展顺序（研究1）。第二个问题是关于理解心理状态的能力是否与自己的假装游戏以及社交假装游戏相关联（研究2）。第三个问题与分别基于两种理论设计的两种类型的社交假装游戏干预措施是否会显着影响儿童通过将两个干预组与对照组进行比较来了解错误信念有关的能力（研究3）。对理论理论的干预方法涉及对自身多种身份的明确讨论，而对反映模拟理论的干预则没有讨论。；这三项研究的结果均未完全一致地支持这两种理论。具体而言，研究1的结果表明，孩子们在理解他人的错误信念之前先了解了他人的错误信念。这个结果与两种理论都不一致。研究2的结果表明，儿童对错误信念的理解仅与社交装扮游戏有关，而与自己的装扮游戏无关。但是，考虑到多种表征模型的概念可以用来解释假装游戏与错误信念理解能力之间的关系，并且没有理论倾向，因此无法通过这些方式和结果来为两种理论之间的比较提供证据。本研究中的关系检查。干预研究的结果表明，只有涉及到自己多种身份的讨论的训练方法才能对儿童的错误信念理解产生明显而积极的影响。简而言之，理论理论被认为可以从本研究中获得更强有力的支持。

著录项

  • 作者

    Dong, Jimei.;

  • 作者单位

    The Chinese University of Hong Kong (Hong Kong).;

  • 授予单位 The Chinese University of Hong Kong (Hong Kong).;
  • 学科 Education Educational Psychology.;Psychology Developmental.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 220 p.
  • 总页数 220
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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