CAJ | 학술논문

采用经典的心理理论任务、同伴提名法、父母教养方式问卷以及在游戏情境中观察同伴交往行为和亲子交往行为等多种方法，探讨同伴交往、亲子交往与儿童心理理论发展的关系。88名3—6岁儿童及其家长参加了实验。研究结果表明：（1）交往类型中受欢迎儿童，其心理理论发展水平显著高于被拒绝和被忽视儿童。（2）民主型教养方式最有利于促进幼儿心理理论的发展，放任型教养方式最不利于幼儿心理理论的发展。（3）家长指导游戏的行为、分享情感的行为和使用心理状态术语的行为，有利于促进孩子心理理论的发展，而对孩子的冷漠最不利于孩子心理理论的发展。（4）相对于同伴交往，亲子交往对儿童心理理论的发展有更显著的预测力，其中家长和孩子的情感分享，对孩子遇到问题的解释及指导是促进孩子心理理论发展的重要影响因素。
채용경전적심리이론임무、동반제명법、부모교양방식문권이급재유희정경중관찰동반교왕행위화친자교왕행위등다충방법，탐토동반교왕、친자교왕여인동심리이론발전적관계。88명3—6세인동급기가장삼가료실험。연구결과표명：（1）교왕류형중수환영인동，기심리이론발전수평현저고우피거절화피홀시인동。（2）민주형교양방식최유리우촉진유인심리이론적발전，방임형교양방식최불리우유인심리이론적발전。（3）가장지도유희적행위、분향정감적행위화사용심리상태술어적행위，유리우촉진해자심리이론적발전，이대해자적랭막최불리우해자심리이론적발전。（4）상대우동반교왕，친자교왕대인동심리이론적발전유경현저적예측력，기중가장화해자적정감분향，대해자우도문제적해석급지도시촉진해자심리이론발전적중요영향인소。
This study explored the relationship among children＇s theory of mind, peer interaction and parent-child interaction. The method included standard false-belief tasks, peer nomination, parenting rearing style questionnaires, behavior observation of peer play and parent-child play. 88 preschoolers aged 3 and 6 years with their parents were involved. The result indicates：（1）There exists a significant correlation between the development of children＇s TOM and peer nomination. Those who are welcomed have higher developing speeds of TOM than those who are rejected or neglected. （2） Children＇ s TOM is significantly related to the democratic parenting style. The indulgent parenting style is the least helpful to children＇s development of TOM. （3）Compared with the peer interaction, parent-child interaction plays an important role in the development of children＇s TOM.