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研究生: 徐子晴
Tzu-ching Hsu
論文名稱: 學前幼兒的語言能力與心智理論表現之相關研究
The relationship between language skills and understanding of theory of mind in young children
指導教授: 張鑑如
Chang, Chien-Ju
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2009
畢業學年度: 97
語文別: 中文
論文頁數: 112
中文關鍵詞: 學前幼兒語言能力心智理解
英文關鍵詞: young children, language skills, theory of mind
論文種類: 學術論文
相關次數: 點閱:1032下載:150
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  • 中文摘要

    本研究以57名三至五歲幼兒為對象,探討學前幼兒的語言能力與心智理解能力兩者之間的關係。其中語言能力除了以看無字圖畫書「青蛙,你在哪裡?」編故事的方式,收集敘事語料以分析幼兒的平均語句長度及複雜句,並進行「一般語言能力測驗(接受性語意能力及語用能力)」、「語法能力測驗」、「補語句型理解作業」的測試。而心智理解能力則以「錯誤相信作業」、「意向作業」及「外表真實區辨作業」來評估。研究發現,幼兒在一般語言能力、補語句型理解能力與心智理解表現之間存在關聯性。幼兒各層面的語言能力與心智理解能力之間的關聯性,會隨不同年齡層,而展現在不同的語言層面。如:與心智理解能力有顯著關聯性的語言層面,在三歲組的發現是「接受性『語用能力』」;在四歲組的發現是「接受性『語意能力』」與「接受性『語法能力』」;在五歲組的發現是「接受性『語意能力』」、「接受性『語法能力』」及「接受性『語用能力』」。此外,四歲組和五歲組的補語句型理解能力,均與心智理解能力有顯著的關聯。研究者依據上述之研究發現,提出相關建議,以供教育及後續研究之參考。
    關鍵字:學前幼兒、語言能力、心智理解

    The relationship between language skills and understanding of theory of mind in young children

    Abstract
    The purpose of the study was to investigate the relationship between language skills and understanding of theory of mind (TOM hereafter) in young children. Fifty-seven 3- to 5-year-olds were tested on general language (receptive semantic and pragmatic skills), receptive syntactic comprehension, complement-understanding, and TOM (including false-belief task, intention task and appearance-reality task). In addition, narratives of the book “Frog, where are you” were collected to analyze children’s mean language of utterance and production of complicated sentences. Results showed that the children’s general language ability and complement-understanding were positively related to their understanding of theory of mind. Receptive pragmatic ability of the 3-year-olds was found to be significantly correlated with their understanding of TOM. As for the 4-year-olds, the receptive semantic and syntactic skills were significantly correlated with their understanding of TOM. Receptive semantic, syntactic and pragmatic skills were all found to be significantly correlated with understanding of TOM in the 5-year-olds. Finding of this study also showed that complement-understanding ability in the four- and five-year-olds was significantly correlated with their understanding of TOM. Suggestions for future research and educational implications were proposed according to the findings of this study.
    Key words:young children, language skills, theory of mind

    目 錄 目錄……………………………………………………………... i 附錄目錄………………………………………………………..iii 表次……………………………………………………………..iii 圖次……………………………………………………………..iv 第一章 緒論 第一節 研究背景及動機……………………………………………1 第二節 研究目的……………………………………………………4 第三節 待答問題……………………………………………………5 第四節 名詞釋義…………………………………………………….6 第二章 文獻探討 第一節 兒童的心智理論……………………………………………12 第二節 影響兒童心智理解發展的相關因素……………………....28 第三節 語言發展與心智理解發展的關係…………………………34 第三章 研究方法 第一節 研究架構……………………………………………………46 第二節 研究對象……………………………………………………47 第三節 研究工具及計分方式………………………………………48 第四節 資料處理與分析……………………………………………58 第四章 研究結果與討論 第一節 幼兒語言能力與心智理解能力之分析……………………61 第二節 幼兒的整體語言能力與心智理解表現之相關分析與討論……………………….………………………………….68 第三節 幼兒的補語句型理解能力與心智理解表現之相關分析與討論………………………………………………….……….82 第四節 不同年齡層幼兒在整體語言能力、補語句型理解能力與心智理解表現之間關係的討論……………………………..95 第五章 結論與建議 第一節 結論…………………………………………………............97 第二節 研究限制與建議……………………………………….…...99 參考文獻………………………………………………………102 附 錄 目 錄 附錄一研究說明書…………………………………………………112 表 次 表4-1 幼兒之接受性語意、語用及語法能力得分平均數與標準差….63 表4-2 幼兒之表達性語法能力、語意能力得分平均數與標準差…….64 表4-3 幼兒於補語句型理解測驗之平均數與標準差………………….66 表4-4 幼兒於心智理解作業之得分平均數與標準差………………….67 表4-5 全體幼兒的口語理解能力與心智理解表現之相關………….....69 表4-6 三歲組幼兒的口語理解能力與心智理解表現之相關………….71 表4-7 四歲組幼兒的口語理解能力與心智理解表現之相關………….72 表4-8 五歲組幼兒的口語理解能力與心智理解表現之相關………….73 表4-9 全體幼兒的口語表達能力與心智理解表現之相關…………….77 表4-10 三歲組幼兒之口語表達能力與心智理解表現之相關………...78 表4-11 四歲組幼兒之口語表達能力與心智理解表現之相關….……..79 表4-12 五歲組幼兒之口語表達能力與心智理解表現之相關…..…….80 表4-13 全體幼兒的補語句型理解能力與心智理解表現之相關…..….84 表4-14 三歲組幼兒的補語句型理解能力與心智理解表現之相關…...87 表4-15 四歲組幼兒的補語句型理解能力與心智理解表現之相關…...88 表4-16 五歲組幼兒的補語句型理解能力與心智理解表現之相關…...91 圖 次 圖2-1 描述「相信---慾求」推理的簡化架構圖……………………….16 圖3-1 研究架構圖……………………………………………………….46

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