中度智障学生同伴交往、心理理论及其关系的研究.pdfVIP

摘 要 同伴交往(peer interaction)指同伴之间运用语言符号和非语言符号交换意见、传 达思想、表达情感和需要的交流过程。心理理论( Theory of mind,简称 ToM)是指个 体对自己和他人心理状态(如需要、信念、意图、感觉等) 的认知,并依此对相应行为 做出预测和解释的能力。 本研究旨在探讨中度智障学生同伴交往、心理理论及其关系。研究样本为上海 市 3 所辅读学校的 118 名中度智障学生。以张元编制修订的《4-6 岁幼儿同伴交往 能力量表》问卷调查了中度智障学生同伴交往的情况，以心理理论研究的经典范式 调查了中度智障学生心理理论的发展状况，并探讨了二者的关系。结果如下： （1）从总体上看，8-16 岁中度智障学生的同伴交往能力、心理理论发展基本 在 13 岁以前随年龄增长而呈现上升趋势；13 岁以后基本随着年龄增长而呈现下降 趋势。 （2 ）8-16 岁中度智障学生的同伴交往能力仅有语言与非语言能力维度、心理 理论发展存在明显的年龄组别差异，但无性别差异。 （3 ）8-16 岁中度智障学生同伴交往能力与心理理论之间存在着密切的联系， 心理理论的发展水平随同伴交往能力增长而呈现上升趋势。总的来说，同伴交往能 力的发展水平对心理理论任务完成有显著影响；中度智障学生心理理论发展水平对 同伴交往能力同样有显著影响。 关键词：中度智障学生，同伴交往，心理理论，关系 I Abstract Peer interaction is the communication process in which peers exchange ideas, convey thoughts, and express emotions and needs by using linguistic and non-linguistic symbols. Theory of Mind (ToM) refers to individuals’ cognition about the psychological states (e.g. need, belief, intention, and sensation) of themselves and others and the ability to predict and interpret the relevant behaviours according to the cognition. The present study was to explore peer interaction, theory of mind, and the relationship of the two among students with intellectual disabilities. The sample consisted of 118 students with medium intellectual disabilities from three special schools in Shanghai. The students’ peer interaction and their theory of mind were examined using Yuan Zhang’s revised ‘Peer Interaction Ability Questionnaire for Children of 4-6 years old ’. The classical model in the ToM research was used to investigate the developmental status of the theory of mind of the students. The relationship between peer interaction and theory of mind was also explored. The findings are as follows. (1) Generally spe