摘要
目的:研究视力残疾学生心理理论的能力。方法:以测验故事为测量工具,对93名视力残疾学生理解别人不同心理成分的能力进行评价。结果:视力残疾学生能理解别人的愿望,理解别人在不同情景、愿望下所产生的情绪,并能依据别人的愿望推测别人可能发生的行为。但是,只有37.6%的视力残疾学生能理解不同情形下别人所持有的虚假信念,25.8%的视力残疾学生能理解由错误信念所导致的认知性情绪;先天盲与其他视力残疾学生在理解别人心理的能力上差异不显著。结论:视力残疾学生理解别人不同心理成分的能力不同;微弱的视力对视力残疾学生心理理论能力的影响不大。
Objective： To explore the ability of theory of mind in students with visual impairment. Methods： The present study investigated understanding different kinds of mental states in 93 students with visual impairment by a experimental test story. Results： They were able to attribute desires to the character of the test story, and understood other person＇s positive and negative emotions that caused by situation. They could also predict the character＇s behaviors. However, only 37.6% subjects were able to understand other person＇s false belief, and 25.8% subjects could understand cognitive emotion that was affected by belief. T-test showed that the differences between the two groups （the blind and low-sight students） in desire, emotion, false belief and prediction tasks were not significant. Conclusions： The development of understanding different kinds of mental states in students with visual impairment shows an uneven pattern. Visual channel may not be the most important reason that influences the development of theory of mind.
出处
《中国心理卫生杂志》
CSSCI
CSCD
北大核心
2005年第10期651-654,共4页
Chinese Mental Health Journal
基金
教育部基础教育司特殊教育"十五"课题--"盲生生理
心理及教育相关问题的系列研究"2002[53]
