本研究以探討學步兒心智理解發展及母親心智言談對學步兒心智理解發展的影響為目的，採方便取樣(convenience sampling)的方式於大台北地區找尋家中有16個月、18個月、21個月、24個月大學步兒的家庭，並以學步兒及其母親為研究對象。測驗學步兒心智理解能力的工具為Southgate等人(2007)設計的「預期注視」典範心智理解作業；評估學步兒語言能力的工具為「華語嬰幼兒溝通發展問卷（台灣版）」（劉惠美、曹峰銘編製，2010）；調查母親心智言談的範圍包括母親與學步兒在親子共讀中產出的知覺言談、意圖/欲求言談、認知言談、及情緒言談。
本研究包含兩個部份，第一部份為「學步兒的心智理解發展情形」研究，第二部份為「母親的心智言談與學步兒心智理解發展的關係」研究。本研究第一部份旨在檢視台灣學步兒在心智理解作業上的通過情形，以79名學步兒為對象，分四個月齡組（16個月、18個月、21個月、24個月）進行施測，施測工具為「預期注視」典範的未預期移位作業，並考驗心智理解得分在學步兒背景變項上的差異情形，同時探討學步兒心智理解發展在三個月後的變化。研究的主要結果如下：
一、 台灣學步兒在錯誤相信理解作業上的通過率隨月齡增加而提高，學步兒於21個月大時是發展理解錯誤相信能力的重要轉銜點，挑戰了以往認定學步兒尚未發展錯誤相信理解能力的論點。
二、 台灣學步兒的心智理解發展受社會文化的影響，在結合真實相信理解與錯誤相信理解的心智理解作業之通過率低於英語系國家，說明了學步兒心智理解發展不具普世性的特點。
三、 在影響學步兒心智理解發展的因素方面，本研究發現學步兒的語言能力及母親教育程度對T1、T2的學步兒心智理解能力均有影響，家庭經濟地位僅在T1對心智理解能力有影響，卻未持續到T2，這顯示語言高分組的學步兒與高學歷母親的學步兒在T1、T2皆出現穩定通過心智理解作業的現象，呼應過去研究指稱高學歷母親提供的資源較為豐富多元，因而影響學步兒較早發展出理解真實相信與錯誤相信的心智理解能力，這同時顯示學步兒是在所處的社會文化情境中發展心智理解能力。

本研究第二部份旨在探討親子共讀時母親的心智言談對學步兒心智理解的影響，研究同樣以第一部份的79名學步兒為對象，進行親子共讀的錄影與語料分析，藉以瞭解親子共讀時心智言談的內涵與學步兒心智理解得分的相關。研究的主要發現如下：
一、 台灣母親與學步兒進行親子共讀的心智言談內容以知覺言談最多，其次是意圖/欲求言談與認知言談。國外研究發現母親最常產出的情緒言談並非台灣母親心智言談的主要內容。同時，學步兒月齡是影響台灣母親選擇心智言談類型的重要因素。
二、 學步兒進行親子共讀的心智言談內容以知覺言談、意圖/欲求言談最多，但學步兒即使產出心智言談通常也只是點到為止，仍依賴母親的引導與敘說。因此，母親如欲鷹架學步兒的心智理解發展，便需要學習使用能促進學步兒心智理解發展的心智言談型態。
三、 並非所有的心智言談都有助於學步兒的心智理解發展，唯有在親子共讀情境中談論個體認知、情緒狀態的心智言談才對學步兒心智理解能力有所助益，這些心智言談也是教育上提升學步兒心智理解發展的重要介入點。
四、 在親子共讀情境中，學步兒會對自身與故事人物的心智狀態感到好奇，當學步兒有能力表達自身或故事人物的認知狀態與知覺狀態時，學步兒將從中獲取心智理解的明顯進展。

中文部份
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周育如與張鑑如（2008）。親子共讀對幼兒敘說故事主角心智狀態的影響效果。教育心理學報，40(2)，261-282。
姜忠信與張閔翔（2008）。幼兒理解個體意圖的能力：語言及表情的線索。中華心理學刊，50(3)，241-256。
張靜文（2006）。學步兒Roye的心智日記。人類發展與家庭學報，8，30-44。
張鑑如（2002)。推動親子共讀之研究。國民教育，42，43-49。
劉惠美、曹峰銘（2010）。華語嬰幼兒溝通發展量表（台灣版）。台北：心理。

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