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

研究一：实验者在要求情境下观察0-1岁婴幼儿的反应状态和无反应状态。研究表明，15个月以上的儿童在有反应的情况下比没有反应的情况下等待的时间更长。这一结果表明，一岁半的儿童可以为他人贡献意愿。1-2岁儿童被观察在被呈现物体的条件下，而在请求情境中，他们没有被要求。结果表明，在一岁半左右，他们能够注意到他人的意图，并能根据实验者的反应按比例改变交流方式；在两岁半左右，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岁儿童在母子互动中关于内心状态话语的揭示，2岁儿童的话语几乎都是关于自我欲望的。在3岁的儿童中，关于自我和其他内心状况的话语增加。这些结果表明，内在条件的话语会从自我到他人，从渴望到相信。研究二：为发育障碍儿童实施的心理理解辅助计划(MAP)。1名自闭症儿童和1名唐氏综合征儿童接受了支持欲望和信念发展的干预计划，采用“寻宝游戏”和日常零食情境。他们可以理解“眼见为实”的作用。一名自闭症儿童接受了一项交流干预计划，该计划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