中国科学院行为科学重点实验室, 中国科学院心理研究所, 北京 100101
中国科学院大学心理学系, 北京 100049
收稿日期:2021-03-05出版日期:2022-01-15发布日期:2021-11-25通讯作者:李晶, E-mail: lij@psych.ac.cn基金资助:* 国家自然科学基金项目(31971009)和中国科学院青促会项目资助The relationship between children's reading and theory of mind
ZHAO Lihua, YANG Yunmei, LI JingCAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
Department of Psychology, University of Chinese Academy of Sciences, Beijing 100049, China
Received:2021-03-05Online:2022-01-15Published:2021-11-25摘要/Abstract
摘要： 阅读与心理理论(theory of mind, ToM)在儿童发展过程中都发挥着重要的作用, 梳理文献发现两者可能存在双向促进作用。儿童通过与家长或老师的共享阅读, 启动联合注意, 使用心理状态术语进行对话, 进一步根据社会想象力, 模拟社会互动, 从而促进儿童心理理论发展。另一方面, 在阅读过程中, 心理理论能够助力儿童从宏观的阅读观的建立、元认知阅读策略的使用、故事情境模型的构建, 到微观具体的短语、句子、语篇和多文本的理解等能力的提高, 这些证据揭示了心理理论可以从多方面促进儿童阅读能力的发展。进一步的神经生理证据发现, 阅读和心理理论这两个过程的神经活动是有一定重叠的。由此推测, 两者可能具备潜在的双向促进关系。未来需要更深入和长期的纵向追踪研究为两者的关系提供丰富的实证证据。此外, 还应进行更多中国的低龄儿童的研究。随着科技的发展和线上课程的盛行, 也应更多关注多媒体内容阅读对儿童心理理论的影响。
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