心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2007年
3期
1~5
,共null页
心理理论 错误信念任务 真实信念任务 规则
心理理論 錯誤信唸任務 真實信唸任務 規則
심리이론 착오신념임무 진실신념임무 규칙
theory of mind ; false belief task ; true belief task; rule
旨在研究错误信念任务的有效性。采用真实信念（TB）任务和错误信念（FB）任务,以知否问题和想法问题为检测指标,通过比较儿童在FB和TB任务上的表现,本研究发现4～6岁儿童在知否问题上存在正确反应、忽略推断和“是”反应偏差三种反应模式。儿童通过FB任务的方式也有三类：基于信念、基于规则,以及其它（可能是猜测或其它未知策略）。儿童在知否问题与想法问题上的通过率并无显著差异。
旨在研究錯誤信唸任務的有效性。採用真實信唸（TB）任務和錯誤信唸（FB）任務,以知否問題和想法問題為檢測指標,通過比較兒童在FB和TB任務上的錶現,本研究髮現4～6歲兒童在知否問題上存在正確反應、忽略推斷和“是”反應偏差三種反應模式。兒童通過FB任務的方式也有三類：基于信唸、基于規則,以及其它（可能是猜測或其它未知策略）。兒童在知否問題與想法問題上的通過率併無顯著差異。
지재연구착오신념임무적유효성。채용진실신념（TB）임무화착오신념（FB）임무,이지부문제화상법문제위검측지표,통과비교인동재FB화TB임무상적표현,본연구발현4～6세인동재지부문제상존재정학반응、홀략추단화“시”반응편차삼충반응모식。인동통과FB임무적방식야유삼류：기우신념、기우규칙,이급기타（가능시시측혹기타미지책략）。인동재지부문제여상법문제상적통과솔병무현저차이。
This study is designed to explore the validity of false belief task. False belief task and true belief task were adopted, know-questions and think-questions were used as indicators, 4 to 6 year-old children were used as subjects. The following results were obtained： （1） there were three response patterns on know-questions, which were correct, neglect inference and ＂yes＂ bias; （2） there were also three ways to pass FB task, which were belief-based, rule-based and others （guessing or other unknown strategies） ; （3） there was no significant difference between the passing rate of know-question and think-question.
