执行功能对学前儿童同伴交往的影响：心理理论的中介作用

发布时间：2018-07-08 13:09

本文选题：执行功能 + 同伴交往　；参考：《深圳大学》2017年硕士论文

【摘要】：同伴交往是指儿童和同龄人或具有相同社会认知能力的个体之间的交往,是儿童社会交往的一种重要形式。在幼儿园或学校教学中,有的儿童在同伴中很受欢迎,而有的儿童因为不善于与同伴相处而无法融入集体甚至常常被大家所忽视。近年来,多项研究表明儿童的心理理论水平会影响其同伴交往,儿童的执行功能也可能影响其同伴交往。但是,在以往的研究中,大多是针对儿童问题行为展开的探讨或是关注有缺陷的个体,较少以健康的儿童为研究对象,并且大部分研究没有直接探索儿童的执行功能与儿童同伴交往之间的关系。本研究采取实验研究的方法探讨了执行功能对学前儿童同伴交往的影响,并在此基础上探讨心理理论在执行功能与同伴交往之间的中介作用。为了探讨执行功能对学前儿童同伴交往的影响,实验一选用了四个针对3-5岁儿童较为常用且发展敏感性良好的执行功能任务:狮子/老虎、绿草/白雪、堪萨斯学前儿童冲动反应任务和维度改变卡片分类任务,采用同伴积极提名和教师评定法测量儿童的同伴交往能力,并选取林传鼎和张厚粲等修订的《学龄前儿童智力测验量表》中的词汇测验测量了儿童语言能力,探讨了控制语言能力的时候,执行功能是否对同伴交往有影响。实验二在实验一的基础上,进一步采用经典心理理论研究范式——一级错误信念理解任务(意外地点和意外内容)探讨心理理论在执行功能与同伴交往之间的中介作用。研究结果表明:1、学前儿童的执行功能与同伴交往具有相关关系,并且执行功能能够预测儿童的同伴积极提名、社交主动性以及社交障碍;2、学前儿童的心理理论在执行功能与同伴交往之间起到了部分中介作用,具体表现为心理理论部分中介了执行功能到同伴积极提名之间的影响,并完全中介了执行功能到社交主动性的影响。执行功能通过影响心理理论进而对学前儿童的同伴交往产生影响。3、学前儿童的执行功能对其社交障碍有单独的预测作用,心理理论对学前儿童的利他行为和语言与非语言交往能力有单独的预测作用。
[Abstract]:Peer communication refers to the communication between children and their peers or individuals with the same social cognitive ability. It is an important form of children's social communication. In kindergarten or school teaching, some children are very popular among their peers, while some children can not be integrated into the group because they are not good at getting along with their peers. In recent years, many studies have shown that children's theory of mind level will affect their peer interaction, and the executive function of children may also affect their peer interaction. However, most of the previous studies focused on children's problem behavior or focused on individuals with deficiencies, and less focused on healthy children. And most of the studies did not directly explore the relationship between children's executive function and children's peer interaction. In this study, the effect of executive function on preschool children's peer interaction was investigated by means of an experimental study, and the mediating role of psychological theory between executive function and peer interaction was discussed. In order to explore the effect of executive function on peer interaction among preschool children, four common and sensitive tasks for children aged 3-5 years were selected in experiment 1: lion / tiger, green grass / snow. Kansan preschool children's impulse response task and dimensional change card sorting task were used to measure children's peer interaction ability by peer active nomination and teacher evaluation. The vocabulary test in Lin Chuanding and Zhang Hokun's revised Intelligence Test for Preschool Children was used to measure children's language ability, and to explore whether the executive function had an effect on peer communication when controlling language competence. On the basis of experiment one, the second experiment further uses the classical psycho-theoretical research paradigm-the first-order erroneous belief understanding task (accidental location and unexpected content) to explore the intermediary role of psycho-theory between executive function and peer interaction. The results of the study show that the executive function of preschool children is correlated with peer interaction, and the executive function can predict the positive nomination of children's peers. The psychological theory of preschool children plays a part of intermediary role between executive function and peer interaction, which is shown by the influence between executive function and peer positive nomination. And completely mediates the effect of executive function to social initiative. Executive function has an effect on peer interaction of preschool children by influencing the theory of psychology. The executive function of preschool children has a separate predictive effect on their social disorders. The theory of mind can predict the altruistic behavior and verbal and nonverbal communication ability of preschool children.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

【相似文献】