摘要
采用失言理解任务、儿童自我意识量表和惯用语问卷测查129名小学生,揭示儿童心理理论、自我意识水平对比喻性语言理解的影响。结果发现,小学阶段是儿童心理理论、自我意识和比喻性语言理解能力发展的重要阶段,二、三、六年级的小学生在这三方面的成绩均存在显著的年级差异。小学儿童的心理理论、自我意识和惯用语理解能力之间存在显著的正相关,心理理论在自我意识水平和惯用语理解能力之间存在完全中介效应。
This article aims at exploring the relationship among self- consciousness, Theory of Mind(ToM) and idioms comprehension of elementary school students. The investigation was carried out among 129 pupils in Guangzhou by adapting children's self- concept scale, measure of faux pas detection and questionnaire of idioms comprehension. The results show that To M, selfconsciousness and levels of idioms comprehension of pupil are in a stable development and there is significant difference among second, third and sixth grade. There are significant positive correlations among self-consciousness, ToM and idioms comprehension respectively. ToM plays a complete intermediary role in the relationship between self-consciousness and idioms comprehension.
出处
《大理大学学报》
CAS
2016年第9期76-81,共6页
Journal of Dali University
基金
国家社会科学基金重大项目(14ZDB155)
国家自然科学基金青年项目(31400964)
广东省哲学社会科学共建项目(GD14XXXL01)
关键词
心理理论
自我意识
惯用语
中介效应
Theory of Mind(ToM)
self-consciousness
idioms
intermediary effect
