假想伙伴对5~6岁儿童想象和现实区分能力的影响
- 林其羿,吴灵欣,程利国
作者信息
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Influences of imaginary companions on the 5~6 years old children's ability of distinguishing between imagination and reality.
- LIN Qi-yi,WU Ling-xin,CHENG Li-guo.
Author information
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文章历史
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摘要
目的 为了比较5~6岁儿童中,有假想伙伴的儿童与没有假想伙伴的儿童在想象和现实的区分能力上是否有区别。 方法 随机选取了34名5~6岁的被试儿童。首先采用了“双向访谈法”确定哪些儿童存在假想伙伴,随后对所有被试进行了想象和现实区分任务的施测。 结果 在34名被试儿童中,有14名存在假想伙伴的心理现象,且有假想伙伴的儿童在想象和现实区分任务的表现上,要明显好于没有假想伙伴的儿童,其想象和现实区分能力更强。 结论 假想伙伴有可能是促进儿童想象和现实区分能力发展的重要因素。
Abstract
Objective To explore the influences of imaginary companions on the 5~6 years old children's ability of distinguishing between imagination and reality. Methods A total of 34 children aged 5~6 years old were selected randomly.The method called "double-interview process" was used to determine the children who had the psychological phenomenon called imaginary companions,the result of which was that 14 of them with the imaginary companions,accounting for 41.2% of the total.Secondly all the children were given a task to distinguish between imagination and reality. Result The results showed that the children who had imaginary companions performed much better in the task of distinguishing between imagination and reality. Conclusion Imaginary companions may be one of the important factors which can improve the children's ability of distinguishing between imagination and reality.
关键词
Key words
imaginary companions / the ability of distinguishing between imagination and reality / preschool children
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参考文献
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[15] 康毓连,罗奕高,林其弈,等.假想伙伴对5-6岁儿童想象力水平的影响[J].怀化学院学报,2012,31(9):118-120.
[2] 程利国,林其羿.假想伙伴与儿童语言叙述能力发展之间的关系研究综述[J].宁波大学学报:教育科学版,2012,39(5):39-43.
[3] Manosevite M,Prentice NM,Wilson F.Individual and family correlate of imaginary companio ns in preschool children[J].Developmental Psychology,1973,29(8):72-79.
[4] Gleason TR,Jaurdi RN,Cheek JM.Imaginary,personality,and imaginary companions[J].Social Behavior and Personality,2003,31(3):721-738.
[5] Leslie AM.Some implications for mechanisms underlying the child's theory of mind[J].Cam Bridge University Press,1988,24(6):19-46.
[6] Taylor M.Imaginary companions and the children who create them[M].New York;Oxford University Press,1999.
[7] 李秀珊.4~5岁儿童假想同伴现象概况及其对儿童认知发展的影响[D].西南大学,2009.
[8] Taylor M,Carlson S M.The relation between individual differences in fantasy of children's imaginary companions[J].Developmental Psychology,1997,29(3):276-285.
[9] Bouldin P,Pratt C.The ability of children with imaginary companions to differentiate between fantasy and reality[J].British Journal of Developmental Psychology,2001,19(11):99-114.
[10] Taylor B,Howell RJ.The ability of three-,four-,five-year-old children to distinguishfantasy from reality[J].Journal of Genetic Psychology,1973,122(5):315-318.
[11] 林崇德.发展心理学[M].北京:人民教育出版社,2008:247-250.
[12] 刘金花.儿童发展心理学[M].上海:华东师范大学出版社,2006:255-257.
[13] 吴灵欣,林其羿,罗奕高,等.假想伙伴对5~6岁儿童自我意识发展的影响研究[J].上海教育科研,2012,43(11):41-45.
[14] 罗奕高,高华.5~6岁儿童假想伙伴对二级错误信念发展的影响[J].绵阳师范学院学报,2012,31(10):127-130.
[15] 康毓连,罗奕高,林其弈,等.假想伙伴对5-6岁儿童想象力水平的影响[J].怀化学院学报,2012,31(9):118-120.
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