CAJ | 학술논문

目的：探讨学前晚期儿童同伴接纳与心理理论发展的相关性。方法：采用同伴提名法将77名5-6岁幼儿分为受欢迎型、被拒绝型、被忽视型和一般型，并采用意外转移任务、意外内容任务和故事叙述任务逐个进行测验。结果：（1）同伴接纳类型依高到低分别为一般型占55.8%，被忽视型占18.2%，受欢迎型占14.3%和被拒绝型占11.7%；（2）高TOM的被试占59.7%，TOM任务不存在性别差异；（3）受欢迎型幼儿的TOM任务成绩最好，被拒绝型幼儿的成绩最差；（4）同伴接纳类型与TOM总成绩存在极显著负相关；（5）幼儿心理理论水平能预测其同伴接纳类型。结论：学前晚期儿童具有较高的心理理论水平，其同伴接纳程度对心理理论水平具有显著影响。
목적：탐토학전만기인동동반접납여심리이론발전적상관성。방법：채용동반제명법장77명5-6세유인분위수환영형、피거절형、피홀시형화일반형，병채용의외전이임무、의외내용임무화고사서술임무축개진행측험。결과：（1）동반접납류형의고도저분별위일반형점55.8%，피홀시형점18.2%，수환영형점14.3%화피거절형점11.7%；（2）고TOM적피시점59.7%，TOM임무불존재성별차이；（3）수환영형유인적TOM임무성적최호，피거절형유인적성적최차；（4）동반접납류형여TOM총성적존재겁현저부상관；（5）유인심리이론수평능예측기동반접납류형。결론：학전만기인동구유교고적심리이론수평，기동반접납정도대심리이론수평구유현저영향。
objectives:to study the relationship between the peer acceptance and psychological theory development of later preschool children. Methods: seventy seven 5-6 aged children were assessed as well-received, being-refused, being-neglected, and general type of peer acceptance by peer nomination. One by one test was conducted for all children with tasks of accident transfer, accident content and narrating story. Results:(1)types of peer acceptance were 55.8%of general type, 18.2%of being-neglected type, 14.3% of well-received type and 11.7% of being-refused type;(2)there was 59.7% children who had high level of TOM, and there was no significantly difference between boys and girls;(3)there were highest level of TOM in well-received children and lowest level of TOM in being-refused children;(4)there was a negative relationship between types of peer acceptance and level of TOM;(5)the level of TOM can be a predictor for peer acceptance in the children. Conclusion: later preschool children have higher level of TOM than others, and the degree of peer acceptance has a great influence on TOM.