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Conversations about the past between hearing and deaf young children and their mothers : Relationship to theory of mind and self concept.

听力正常和聋哑幼儿与其母亲之间关于过去的对话：与心理理论和自我概念的关系。

基本信息

批准号：
14510138
负责人：
KINOSHITA Takashi
金额：
$ 1.15万
依托单位：
Kobe University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

1.Theoretical Review:: This report reviewed the theoretical and empirical studies on young children's "temporally extended self"(Neisser, 1988) and its relation to self/other understanding in terms of temporal perspectives. It started by highlighting children's understanding of the connection between the past and the present self. Then it was argued that, if made a few modifications one, delayed self-recognition task should be an adequate one to assess the "attitude toward the absent objects". And reviewing research which showed that deaf children were likely to be delayed in acquiring a theory of mind, it was proposed that discourse about the absent objects and events was related to the development of self-other understanding.2.Study 1 : This study examined conversations about the past events between deaf children (age:3-5 years) and their mothers. They talked each other looking at "picture diary" which they had drawn a month before. The main findings were as follows. (1)Using the picture diary, they could maintain their conversations about the past events. (2)The frequency of children's looking at their mothers was significantly related to the numbers of the mothers' past discourse.3.Study 2 : This study compared 5 pairs of deaf children (age:2-3 years) and their mothers and 11 pairs of hearing children and their mothers on the past and mental state discourse. Mothers encouraged their children talk about the past events, looking at the photos that showed them. The main findings were as follows. (1)There were variations in deaf children's past and mental state discourse skills, depending on their verbal skills and their mothers' talk styles. (2)Deaf mother used more sign language so effectively that her child talked more past events and her mental states than other hearing children did.

1.理论综述：本报告综述了幼儿“时间扩展自我”的理论和实证研究(Neisser，1988)及其与自我/他人理解在时间视角上的关系。它首先强调了孩子们对过去和现在之间的联系的理解。然后，有人认为，如果做一些修改，延迟的自我再认任务应该是一个足够的任务来评估“对缺席对象的态度”。并回顾了有关聋儿在获得心理理论方面存在延迟的研究，提出关于缺席物体和事件的话语与自我-他者理解的发展有关。2.研究1：本研究考察了聋童(3-5岁)与其母亲关于过去事件的对话。他们看着一个月前画的“图画日记”互相交谈。主要研究结果如下。(1)使用图片日记，他们可以保持对过去事件的对话。3.研究2：本研究比较了5对聋儿(2-3岁)及其母亲和11对听力儿童及其母亲的过去话语和心理话语。母亲们鼓励孩子们看着展示给他们看的照片，谈论过去的事情。主要研究结果如下。(1)聋儿过去的话语技能和心理状态的话语技能存在差异，这取决于他们的言语技能和他们母亲的谈话风格。(2)聋儿母亲比听力正常儿童更有效地使用手语，使孩子更多地谈论过去的事情和心理状态。