学前晚期儿童同伴接纳与心理理论发展的相关研究

目的：探讨学前晚期儿童同伴接纳与心理理论发展的相关性。方法：采用同伴提名法将77名5-6岁幼儿分为受欢迎型、被拒绝型、被忽视型和一般型,并采用意外转移任务、意外内容任务和故事叙述任务逐个进行测验。结果：（1）同伴接纳类型依高到低分别为一般型占55.8%,被忽视型占18.2%,受欢迎型占14.3%和被拒绝型占11.7%;（2）高TOM的被试占59.7%,TOM任务不存在性别差异;（3）受欢迎型幼儿的TOM任务成绩最好,被拒绝型幼儿的成绩最差;（4）同伴接纳类型与TOM总成绩存在极显著负相关;（5）幼儿心理理论水平能预测其同伴接纳类型。结论：学前晚期儿童具有较高的心理理论水平,其同伴接纳程度对心理理论水平具有显著影响。

Correlative Research on the Peer Acceptance and Psychological Theory Development of Later Preschool Children

objectives： to study the relationship between the peer acceptance and psychological theory development of later preschool children. Methods： seventy seven 5-6 aged children were assessed as well-received, being-refused,being-neglected, and general type of peer acceptance by peer nomination. One by one test was conducted for all children with tasks of accident transfer, accident content and narrating story. Results：（1）types of peer acceptance were55.8% of general type, 18.2% of being-neglected type, 14.3% of well-received type and 11.7% of being-refused type;（2）there was 59.7% children who had high level of TOM, and there was no significantly difference between boys and girls;（3）there were highest level of TOM in well-received children and lowest level of TOM in being-refused children;（4）there was a negative relationship between types of peer acceptance and level of TOM;（5）the level of TOM can be a predictor for peer acceptance in the children. Conclusion： later preschool children have higher level of TOM than others, and the degree of peer acceptance has a great influence on TOM.