نقش آگاهی محاوره ای بر عملکرد کودکان در تکالیف تئوري ذهن
محورهای موضوعی : روان شناسیسید امیر امین یزدی 1 , پروانه نيكخواه 2
1 - دانشگاه فردوسی مشهد
2 - دانشگاه فردوسی مشهد، مشهد، ایران
کلید واژه: تئوری ذهن, باور کاذب, آگاهی محاوره‌ای, مهارت‌های کلامی,
چکیده مقاله :
چكيده: كودكان با داشتن توانایی‌ای به نام "تئوری ذهن"، به بازنمايي باور انسان‌ها و در نتيجه، درك و پيش‌بيني رفتار آنان قادر مي‌گردند. زبان در تحول تئوري ذهن و نيز عملكرد كودكان در تكاليف باور كاذب نقش مهمی ايفا مي‌كند. تحقیقات نشان می‌دهند که کودکان زیر چهار سال معمولاً در تکالیف باور کاذب شکست می‌خورند. در مورد دلايل شكست كودكان خردسال در تكاليف باوركاذب، دو رويكرد عمده وجود دارند كه يكي از آنها، عدم تحول مفهومي در توانايي تئوري ذهن را دليل شكست مي‌داند (نظريه نقص مفهومي) و ديگري، رشد محدود ظرفيت‌هاي زباني را (نظريه محدوديت عملكرد). 111 كودك در دو گروه با میانگین‌های 3 سال و 5 ماه، و 4 سال و 5 ماه، در دو تكليف كلامي و تصويري باور كاذب ("استاندارد" و "نگاه اول")، و نيز در درك آگاهي محاوره‌اي، مورد آزمون قرار گرفتند. نتايج نشان داد كه عملكرد هر دو گروه از كودكان در تـكاليف باور كاذبـي كه از لـحاظ محاوره‌اي تـسهيل شده بودند ("نگاه اول")، در مـقايسه با عملكرد آنان در تكاليف استاندارد باور كاذب، به‌طور معناداري بهبود يافت. همچنين، بين نمره‌های آزمون آگاهي محاوره‌ای و تكاليف باور كاذب، رابطة معناداري به‌دست آمد. اين نتايج، نظريه محدوديت عملكرد را تأييد مي‌كند كه می‌گوید شكست كودكان سه ساله در تكاليف استاندارد باور كاذب، نه به دليل ناتواني مفهومي آنان در بازنمايي باور كاذب (چنانكه در نظريه نقص مفهومي بيان مي‌شود)، بلكه به دليل محدوديت دانش زباني آنان است. بر اين اساس، ضرورت دارد تا سطح تحول يافتگي زباني كودكان، در سنجش و تبيين چگونگي رشد تئوري ذهن كودكان مورد توجه قرار گيرد.
Abstract: By developing theory of mind ability, children are able to represent human beliefs and therefore, understand and predict their behavior. Language plays an important role in developing children's theory of mind and their performance in false belief tasks. There are two main approaches explaining younger children’s failure in false belief tasks. First, it is believed that 3 year-olds lack the conceptual ability to represent false beliefs (Conceptual Deficiency Theory). Second, it is assumed that undeveloped language capacities mask 3 year-olds' theory of mind abilities (Performance Limitation Theory). In the present study, the assumptions of these two approaches have been investigated. Participants (111 three and four year-olds) were tested in two verbal and pictorial false belief tasks (“standard” and "Look First") and a conversational awareness task. The findings showed that both 3 and 4 year-olds performed significantly better on the facilitated false belief tasks (Look First) than standard false belief tasks. There was also a significant correlation between children's performance on false belief and conversational awareness tasks. Results are in favor of the Performance Limitation Theory. The 3 year-olds' failure in false belief tasks seems to be the result of their undeveloped language ability, not due to their conceptual inability to represent false beliefs. It is necessary to take children's language ability into account in any assessment and explanation of theory of mind.
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