Acquiring"theory of mind"and development of understanding pragmatic language use

获得“心理理论”并发展理解语用语言的使用

• 批准号: 21653064
• 负责人: KOYASU Masuo
• 金额: $ 2.05万
• 依托单位: Kyoto University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Challenging Exploratory Research
• 财政年份: 2009
• 资助国家: 日本
• 起止时间: 2009 至 2011
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21653064/
• 关键词: 心の理論; 認知発達; プラグマティックス; 言語理解能力; 生涯発達; マインドリーディング; 二次的誤信念課題; うそと皮肉の区別; 責任性の理解; 形式的操; コミュニケーション障害; 失言課題; 形式的操作

The present research aimed at studying development of mindreading.Study 1 : Forty university students were divided into two groups(role play group and no role play group) and they were introduced to a task in which use of mindreading is essential. On each trial participants viewed a 4 X 4 shelf on the computer display which contained several familiar objects, and were instructed to touch an object on the shelf in accord with the order by a"manager"who stood at the opposite side of the shelf and could not always see all of the objects. The no role play group made more mistakes than in the role play group, and spent longer to respond to the touch panel display. The effects of role play lasted during five blocks. These results suggest that experience with role play would activate mindreading in this task.Study 2 : Forty-six primary school students performed three types of tasks related to understanding the mind of another individual. After performing these tasks, participants were divided into two groups and were introduced to a task in which the use of mindreading was essential. Participants were divided into two groups according to scores on the tasks related to understanding the mind of another individual. The no-role-playing group made significantly more mistakes than did the role-playing group. The low-score group made significantly more mistakes than did the high-score group. These results suggest that experience with role-playing may activate mindreading of primary school children.

本研究旨在研究读心术的发展。研究1:40名大学生被分成两组（角色扮演组和不角色扮演组），他们被要求完成一项必须使用读心术的任务。在每个试验中，参与者在电脑显示器上看到一个4 × 4的架子，上面有几个熟悉的物体，并被指示按照“经理”的命令触摸架子上的一个物体，“经理”站在架子的另一边，并不总是能看到所有的物体。无角色扮演组比角色扮演组犯了更多的错误，并且花了更长的时间来响应触摸屏显示。角色扮演的效果持续了五个街区。这些结果表明，角色扮演的经验会在这项任务中激活读心术。研究2:46名小学生完成了三种与理解另一个人的思想有关的任务。在完成这些任务后，参与者被分成两组，并被引入一个必须使用读心术的任务。参与者根据与理解他人思想相关的任务得分分为两组。没有角色扮演的小组比角色扮演的小组犯的错误要多得多。得分低的一组明显比得分高的一组犯更多的错误。这些结果表明，角色扮演的经历可能会激活小学生的读心术。

项目成果

Young children's moral judgment on pretend crying : Its relationship to mental state understanding

幼儿对假哭的道德判断：与心理状态理解的关系

• 发表时间: 2010
• 作者: Mizokawa;A.;Koyasu;M
• 通讯作者: M

幼児期における他者の心の理解と社会的相互作用の関連

幼儿时期理解他人想法与社交互动的关系

• 发表时间: 2011
• 作者: Hughes;C.;Ensor;R.A.;Allen;L.L.;Devine;R.T.;De Rosnay;M.;Koyasu;M.;溝川藍・子安増生;倉屋香里・子安増生;野崎優樹・子安増生;古見文一・子安増生;溝川藍・子安増生
• 通讯作者: 溝川藍・子安増生

幸福感を支える「教育の力」,『幸福感を紡ぐ人間関係と教育』

支持幸福感的“教育的力量”、“创造幸福感的人际关系和教育”

• 发表时间: 2012
• 作者: Ogawa;A.;& Koyasu;M.;橋本京子・子安増生;安藤花恵・子安増生;子安増生
• 通讯作者: 子安増生

発達心理学ハンドブック3時間と人間

发展心理学手册3 时间与人类

• 发表时间: 2011
• 作者: Ogawa;A.;& Koyasu;M.;橋本京子・子安増生;安藤花恵・子安増生;子安増生;子安増生;子安増生;子安増生;子安増生
• 通讯作者: 子安増生

ミラーニューロンと<心の理論>

镜像神经元和心理理论

• 发表时间: 2011
• 作者: Ogawa;A.;& Koyasu;M.;橋本京子・子安増生;安藤花恵・子安増生;子安増生;子安増生;子安増生;子安増生;子安増生;子安増生;子安増生・齋木潤・友永雅己・大山泰宏;二宮克美・子安増生;子安増生;子安増生・二宮克美;子安増生;子安増生;子安増生・白井利明(責任編集);子安増生・大平英樹(編)
• 通讯作者: 子安増生・大平英樹(編)