Development of understanding of mind of non-handicapped children and handicapped children and support program for handicapped children.

研究一：0-1岁幼儿在请求情境中被实验者观察为反应状态和无反应状态。结果表明，15个月以上的儿童在反应条件下比在无反应条件下等待的时间更长。结果表明，1岁半的幼儿可以为他人贡献意向。我们观察了1-2岁的儿童在请求情境中面对他们没有请求的物体。结果表明，儿童在1岁半左右就能注意到他人的意图，并根据实验者的反应成比例地改变交流方式，在2岁半时，他们可以在不受成人影响的情况下改变交流方式。分析2-3岁幼儿在母婴互动中关于内心状态的话语启示，2-3岁幼儿的话语几乎都是关于自我的渴望。在3岁的儿童中，关于自我和其他内在状况的话语增加了。研究结果表明，表达内心状态的话语会发生从自我到他人、从愿望到信念的变化。研究二：对发育障碍儿童实施“心灵理解辅助计划”。一名自闭症儿童和一名唐氏综合症儿童接受了通过“寻宝游戏”和日常零食情境来支持欲望和信念发展的干预项目。他们可以理解“眼见为实”的作用。一个自闭症儿童接受了一个交流干预项目，使用模仿游戏和小标签。汤。他变得能够自发地扮演游戏中的角色

Research I : Infants of 0-1-year-old were observed in responsive condition and no responsive condition by the experimenter in request situation. It was shown that children over fifteen months could wait longer in the responsive condition than the no responsive condition. This result showed that one and half year old children can contribute intention for others. Children of 1-2-year-old were observed in condition where they were presented object which they didn't request in request situation. It was shown that they could notice the intention of others from around one and half year old, and shift the means of communication for proportion to the reaction of the experimenter, and in two and half year old, they could shift the means of communication, without influenced by the adult. Analyzing the revelation of utterances about inner condition in the mother and child interaction of the 2-3-year-old children, almost utterances of 2-year-old children were about the desire for self. In 3-year-old children, utterances about the self and other inner condition increased. These results showed that utterances for inner condition will change from self to other and from desire to beliefResearch II : "Mind understanding Assistant Program(MAP)" was carried out for the development handicapped children. One autistic child and one Down syndrome child had intervention programs for supporting the development of desire and belief using "the treasure hunting game" and snack routine situation. They could understand the role of "seeing is knowing." One autistic child had a communication intervention program using imitative play and tag by small. soup. He became to be able to perform the role of the game spontaneously