【作者】 郭喜莲；

【导师】 兰继军；

【作者基本信息】 陕西师范大学， 应用心理学， 2022， 硕士

【摘要】 观点采择(Perspective Taking)是个体社会认知过程的重要组成部分,儿童良好观点采择能力的发展对其社会性发展具有重要意义。视觉观点采择作为观点采择的一种,其发展是儿童正确理解错误信念、心理理论和社会观点采择发展的早期阶段。儿童能够感知、理解、推测与协调自我与他人不同视觉观点这一能力的发展,标志着儿童逐渐摆脱自我中心思维模式,并在社会化过程中重新建构自身的社会认知方式。视觉观点采择(Visual Perspective Taking)是个体将以自我为中心的视角转换成从他人的视角来看待事物的能力,可以分为一级视觉观点采择和二级视觉观点采择。以往研究多集中于考察儿童社会观点采择和理解错误信念等方面,对于视觉观点采择这一早期能力的探究较少,且对于视觉观点采择特点的看法目前尚未达成一致。因此,本研究通过眼动追踪技术探究学前和小学低年级儿童的视觉观点采择特点,以明晰其视觉观点采择的整体发展情况、采择过程中是否存在干扰效应、采择对象的社会属性以及儿童的同伴关系对视觉观点采择的影响。研究一采用3(年龄组:3岁组、4岁组、5岁组)×2(采择视角:自我视角、他人视角)×2(一致性:一致、不一致)×3(采择对象类型:虚拟人物、箭头、双色条)的四因素混合实验设计,使用改进后的点探测范式考察3～5岁学前儿童一级视觉观点采择特点。结果发现:(1)3岁儿童具备一定程度的一级视觉观点采择能力,当发展到4～5岁时儿童则较好地具备了一级视觉观点采择能力;(2)3～5岁儿童一级视觉观点采择中同时存在自我中心干扰效应和他人中心干扰效应,但相对而言3～4岁儿童交互中心干扰效应较为凸显,5岁儿童交互中心干扰效应有所减弱;(3)在虚拟人物、箭头、双色条三类采择对象的情况下均存在干扰效应,因此一级视觉观点采择并非仅仅是对社会性刺激特有的心理状态的采择,也可能是一种注意线索的指向效应,而箭头作为一种强有力的注意指向线索,可以促进儿童正确完成一级视觉观点采择任务。研究二采用2(年龄组:6-7岁组、8-9岁组)×2(采择视角:自我视角、他人视角)×2(一致性:一致、不一致)×2(同伴关系:同伴关系好、同伴关系差)的四因素混合实验设计,使用两可数字范式考察6～9岁小学低年级儿童二级视觉观点采择特点。结果发现:(1)6～9岁小学低年级儿童能够较好地完成二级视觉观点采择任务,具备二级视觉观点采择能力;(2)6～9岁小学低年级儿童二级视觉观点采择中同时存在自我中心干扰效应和他人中心干扰效应;(3)6～9岁小学低年级儿童在二级视觉观点采择过程中对社会性人物区域关注较多,小学低年级儿童同伴关系总体处于中等偏上水平且同伴关系对其二级视觉观点采择有显著影响。综上所述,本研究表明:学前和小学低年级儿童基本具备视觉观点采择能力且随年龄增长不断提升;学前和小学低年级儿童视觉观点采择过程中存在交互中心干扰效应与自发采择;作为注意指向线索的非社会性刺激能够优化学前儿童一级视觉观点采择任务的完成;小学低年级儿童在二级视觉观点采择过程中对社会性人物区域关注较多,且同伴关系影响其二级视觉观点采择。本研究是对以往儿童观点采择和心理理论等方面的研究在年龄范围、研究范式和研究内容上的进一步扩展与延伸,对于更加客观、全面、深入地了解学前和小学低年级儿童视觉观点采择的发展特点具有重要的理论意义。同时,在实践方面本研究启示教育者可以通过相关教育教学方法提升儿童的社会交往和观点采择能力,促进学前和小学低年级不同阶段儿童的社会性发展。更多还原

【Abstract】 Perspective taking is an important part of individuals' social cognitive process,and the development of children's good perspective taking ability is also important for their social development.Visual perspective taking,as a type of perspective taking,is an early stage in the development of children's correct understanding of false beliefs,theory of mind,and social perspective taking.The development of children's ability to perceive,understand,infer,and reconcile different visual perspectives of self and others marks a gradual shift away from egocentric thinking patterns and a reconfiguration of children's own social cognitive styles in the process of socialization.Visual perspective taking is an individual's ability to shift from an egocentric perspective to the perspective of others,and can be divided into level-1 and level-2visual perspective taking.Previous researches have focused on examining children's social perspective taking and understanding false beliefs,but less researches have been conducted on the early ability of visual perspective taking,and there is no consensus on the characteristics of visual perspective taking.Therefore,this study investigated the visual perspective taking characteristics of preschool and early elementary school children using eye-tracking technology to clarify the overall development of visual perspective taking,the presence of interference effects in the perspective taking process,the social attributes of the perspective taking object,and the influence of children's peer relationships on visual perspective taking.In study 1,a four-factor mixed experimental design of 3(age group: 3-year-old group,4-year-old group,5-year-old group)× 2(perspective: self,other)× 2(consistency: consistent,inconsistent)× 3(types of perspective taking objects: avatar,arrow,two-color bar)was used to examine the characteristics of level-1 visual perspective taking of preschool children aged 3-5 years using the dot-probe paradigm.The results showed that:(1)3-year-olds had a certain degree of level-1 visual perspective taking ability,and when they reach the age of 4-5,children have a better ability of level-1 visual perspective taking;(2)There were both egocentric and altercentric interference effects in the level-1 visual perspective taking of 3-5 years old,but the mutual centered interference effects were relatively more pronounced in3-4 years old and diminished in 5 years old;(3)Interference effects existed in the case of virtual character,arrow,and two-color bar,so the level-2 visual perspective taking was not just the selection of mental states specific to social stimuli,but might also be an attentional cue pointing effect,and arrows,as a strong attentional cue,could facilitate children's correct completion of the level-1 visual perspective taking task.In study 2,a four-factor mixed experimental design of 2(age group: 6-7 years old group,8-9 years old group)× 2(perspective: self,other)× 2(consistency:consistent,inconsistent)× 2(peer relationship: good peer relationship,poor peer relationship)to examine the characteristics of level-2 visual perspective taking of early elementary school children aged 6-9 years old using the ambiguous number paradigm.The results showed that(1)6-9-year-old early elementary school children were able to perform the level-2 visual perspective taking task well and had the ability of evel-2 visual perspective taking;(2)Both egocentric and altercentric interference effects existed in the level-2 visual perspective taking of 6-9-year-old early elementary school children;(3)6-9-year-old early elementary school children paid more attention to the social figure area in the level-2 visual perspective taking process,and the peer relationships of the early elementary school children were generally moderate to high and had a significant effect on their level-2 visual perspective taking.In summary,this study shows that: preschool and early elementary school children are basically have the ability of visual perspective taking and continuously improved with age;There are mutual centered interference effect and spontaneous perspective taking during the process of visual perspective taking in preschool and early elementary school children;Non social stimuli,as attention directed cues,can optimize the completion of level-1 visual perspective taking in preschool children;Children in early elementary school pay more attention to social figures during level-2visual perspective taking,and peer relationship affects level-2 visual perspective taking.This study is a further extension of previous studies on children's perspective taking and theory of mind in terms of age range,research paradigm,and research content,and it has important theoretical significance for a more objective,comprehensive and in-depth understanding of the development characteristics of children's perspective taking.At the same time,in practice,this study reveals that educators can enhance children's social interaction and perspective taking skills through relevant teaching methods,and promote children's social development at different stages of preschool and early elementary school.更多还原