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題名 幼兒的依附關係、語文智能及人際智能與心智理論能力之關係
作者 劉佳閔
貢獻者 葉玉珠
劉佳閔
關鍵詞 幼兒
心智理論
依附
語文智能
人際智能
preschoolers
attachment styles
verbal intelligence
interpersonal intelligence
theory of mind
日期 2004
上傳時間 17-Sep-2009 15:13:00 (UTC+8)
摘要 摘要

本研究旨在探討幼兒的依附關係、語文智能及人際智能與心智理論能力之關係，以及人口變項(性別、年齡與社經地位)與心智理論能力之關係。研究參與者來自台北縣市公私立幼稚園四至六歲之幼兒，共124位。本研究所採用之研究工具分為三部份，分別為：「幼兒心智理論能力測驗」、「幼兒依附關係量表」、「幼兒多元智能檢核表」－語文智能分量表、人際智能分量表。調查所得資料分別以描述統計、單因子多變量變異數分析、典型相關、區別分析等統計方法進行分析。本研究的主要發現如下：
1.男、女生之間在語文智能、人際智能上有顯著的差異存在，而在依附關係方面則沒有差異;女生在語文智能、人際智能上均優於男生。
2.人口變項方面，不同性別、中高社經地位的幼兒在心智理論能力上沒有差異存在;不同年齡的幼兒在心智理論能力上有顯著的差異存在;以六歲組高於五歲組、四歲組，四歲組為最低。年齡愈高者，其心智理論能力的表現愈好。
3.幼兒的心智理論能力表現不因其所屬依附類型不同而產生差異，且不同程度的安全型依附、矛盾型依附及逃避混亂型依附之幼兒，在心智理論能力上亦沒有差異。
4.不同語文智能的幼兒，其心智理論能力有差異;語文智能愈高，其心智理論能力的表現愈好。
5.不同人際智能的幼兒，其心智理論能力有差異存在。人際智能愈高，其心智理論能力的表現愈好。
6.幼兒的安全依附、語文智能及人際智能與其心智理論能力之各測試作業有正相關，且語文智能與錯誤信念作業的關係最為密切。
7.幼兒的安全依附、語文智能及人際智能有效聯合預測心智理論能力的組別。
最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供親職教育、教育輔導、教學及後續研究之參考。
Abstract

The main purpose of this study was to explore the relationships between preschoolers’ attachment styles, verbal intelligence, interpersonal intelligence, demographic variables, and their theory of mind. The participants included 124 4- to 6-year-old children from kindergartens in Taipei city. The employed instruments in this study were The Tasks of Preschoolers’ Theory of Mind, The Inventory of Preschoolers’ Attachment Styles, and two subscales from The Inventory of Multiple Intelligences--verbal intelligence and interpersonal intelligence. The applied analysis methods included descriptives, one-way MANOVA, canonical correlation, and discriminant analysis.
The main findings of this study were as follows:
1. While the girls outperformed the boys in both the verbal and the interpersonal intelligences, no significant gender differences on attachment styles were found.
2. There were no significant gender differences or SES differences on the preschoolers’ theory of mind. However, there were significant age differences on the preschoolers’ theory of mind; more specifically, the 6-year-old children outperformed the 5-year-old and the 4-year-old children on the tasks of theory of mind.
3. The preschoolers’ performances on the tasks of theory of mind did not vary as their attachment styles were different.
4. Verbal intelligence and Interpersonal intelligence had significant effects on the preschoolers’ theory of mind. In other words, the better verbal intelligence and Interpersonal intelligence the children had, the higher level their theory of mind were.
5. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence were positively related to their theory of mind, and their verbal intelligence had the strongest relation to their theory of mind.
6. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence could jointly predict their theory of mind.
Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.
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描述 碩士
國立政治大學
教育研究所
92152035
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0921520351
資料類型 thesis
dc.contributor.advisor 葉玉珠zh_TW
dc.contributor.author (Authors) 劉佳閔zh_TW
dc.creator (作者) 劉佳閔zh_TW
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 15:13:00 (UTC+8)-
dc.date.available 17-Sep-2009 15:13:00 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 15:13:00 (UTC+8)-
dc.identifier (Other Identifiers) G0921520351en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33065-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 92152035zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 摘要

本研究旨在探討幼兒的依附關係、語文智能及人際智能與心智理論能力之關係，以及人口變項(性別、年齡與社經地位)與心智理論能力之關係。研究參與者來自台北縣市公私立幼稚園四至六歲之幼兒，共124位。本研究所採用之研究工具分為三部份，分別為：「幼兒心智理論能力測驗」、「幼兒依附關係量表」、「幼兒多元智能檢核表」－語文智能分量表、人際智能分量表。調查所得資料分別以描述統計、單因子多變量變異數分析、典型相關、區別分析等統計方法進行分析。本研究的主要發現如下：
1.男、女生之間在語文智能、人際智能上有顯著的差異存在，而在依附關係方面則沒有差異;女生在語文智能、人際智能上均優於男生。
2.人口變項方面，不同性別、中高社經地位的幼兒在心智理論能力上沒有差異存在;不同年齡的幼兒在心智理論能力上有顯著的差異存在;以六歲組高於五歲組、四歲組，四歲組為最低。年齡愈高者，其心智理論能力的表現愈好。
3.幼兒的心智理論能力表現不因其所屬依附類型不同而產生差異，且不同程度的安全型依附、矛盾型依附及逃避混亂型依附之幼兒，在心智理論能力上亦沒有差異。
4.不同語文智能的幼兒，其心智理論能力有差異;語文智能愈高，其心智理論能力的表現愈好。
5.不同人際智能的幼兒，其心智理論能力有差異存在。人際智能愈高，其心智理論能力的表現愈好。
6.幼兒的安全依附、語文智能及人際智能與其心智理論能力之各測試作業有正相關，且語文智能與錯誤信念作業的關係最為密切。
7.幼兒的安全依附、語文智能及人際智能有效聯合預測心智理論能力的組別。
最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供親職教育、教育輔導、教學及後續研究之參考。		zh_TW
dc.description.abstract (摘要) Abstract

The main purpose of this study was to explore the relationships between preschoolers’ attachment styles, verbal intelligence, interpersonal intelligence, demographic variables, and their theory of mind. The participants included 124 4- to 6-year-old children from kindergartens in Taipei city. The employed instruments in this study were The Tasks of Preschoolers’ Theory of Mind, The Inventory of Preschoolers’ Attachment Styles, and two subscales from The Inventory of Multiple Intelligences--verbal intelligence and interpersonal intelligence. The applied analysis methods included descriptives, one-way MANOVA, canonical correlation, and discriminant analysis.
The main findings of this study were as follows:
1. While the girls outperformed the boys in both the verbal and the interpersonal intelligences, no significant gender differences on attachment styles were found.
2. There were no significant gender differences or SES differences on the preschoolers’ theory of mind. However, there were significant age differences on the preschoolers’ theory of mind; more specifically, the 6-year-old children outperformed the 5-year-old and the 4-year-old children on the tasks of theory of mind.
3. The preschoolers’ performances on the tasks of theory of mind did not vary as their attachment styles were different.
4. Verbal intelligence and Interpersonal intelligence had significant effects on the preschoolers’ theory of mind. In other words, the better verbal intelligence and Interpersonal intelligence the children had, the higher level their theory of mind were.
5. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence were positively related to their theory of mind, and their verbal intelligence had the strongest relation to their theory of mind.
6. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence could jointly predict their theory of mind.
Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.		en_US
dc.description.tableofcontents 第一章 緒論 1　　
　　第一節 研究動機 1
　　第二節 研究目的與待答問題 5
　　第三節 名詞及變項釋義 6
第二章 文獻探討 8
　　第一節 心智理論 8
　　第二節 依附關係 23
　　第三節 語文智能 41
第四節 人際智能 50
第五節 研究假設 59
第三章 研究方法 60
　　第一節 研究架構 60
　　第二節 研究參與者 61
　　第三節 研究工具 63
　　第四節 實施程序 71
　　第五節 資料分析 72
第六節 研究限制 73
第四章 研究結果 74
第一節 初步分析 74
第二節 人口變項與心智理論能力之關係 80
第三節 依附關係與心智理論能力之關係 87
第四節 語文智能與心智理論能力之關係 90
第五節 人際智能與心智理論能力之關係 93
第六節 安全依附、語文智能及人際智能與心智理論能力的關係 96
第五章 討論、結論與建議 101
第一節 討論 101
第二節 結論 117
第三節 建議 119
參考書目 122
　　一、中文部份 122
　　二、英文部份 123
附錄 130
附錄一 幼兒心智理論能力測驗之發展 130
附錄二 幼兒依附關係量表之發展 138
附錄三 幼兒心智理論能力測驗 146
附錄四 幼兒依附關係量表 156
附錄五 幼兒多元智能檢核表：語文智能、人際智能分量表 158
附錄六 本研究所有變項之間的相關矩陣 160










表 目 次

表1 研究參與者分佈表 61
表2 參與幼兒在性別與社經地位上之分配情形 62
表3 參與幼兒的年齡分配情形 62
表4 施測樣本依附關係之概況 75
表5 施測樣本在語文智能上之概況 76
表6 不同性別的幼兒在語文智能上之多變量變異數分析摘要表(N =124) 77
表7 施測樣本在人際智能上之概況 78
表8 不同性別的幼兒在人際智能上之多變量變異數分析摘要表(N=124) 79
表9 幼兒在心智理論能力上之概況 80
表10 幼兒在心智理論能力測驗之各項作業上通過的人數及比例 82
表11 不同性別的幼兒在心智理論能力之多變量變異數分析摘要表(N=124) 82
表12 不同年齡之幼兒在心智理論能力上之概況(N=124) 83
表13 不同年齡的幼兒在心智理論能力上之多變量變異數分析摘要表 (N =124) 84
表14 不同年齡的幼兒在心智理論能力總分及分測驗上之單變量顯著性檢定及事後比較 85
表15 不同社經地位的幼兒在心智理論能力上之概況(N=124) 85
表16 不同社經地位的幼兒在心智理論能力上之多變量變異數分析摘要表(N=108) 86
表17 不同依附關係的幼兒在心智理論能力測驗之概況(N=124) 87
表18 不同依附關係的幼兒在心智理論上之多變量變異數分析摘要表(N=124) 88
表19 不同安全型依附的幼兒在心智理論能力上之多變量變異數分析摘要表(N=124) 89
表20 不同矛盾型依附的幼兒在心智理論能力上之多變量變異數分析摘要表(N=124) 89
表21 不同逃避混亂型依附的幼兒在心智理論能力上之多變量變異數分析摘要表(N=124) 89
表22 不同語文智能之幼兒在心智理論能力上之概況(N=124) 90
表23 不同語文智能的幼兒在心智理論能力上之多變量變異數分析摘要表(N=124) 91
表24 不同語文智能的幼兒在心智理論能力總分及分測驗上之單變量顯著性檢定及事後比較 92
表25 不同人際智能之幼兒在心智理論能力上之概況(N =124) 93
表26 不同人際智能的幼兒在心智理論能力上之多變量變異數分析摘要表(N=124) 94
表27 不同人際智能的幼兒在心智理論能力總分及分測驗上之單變量顯著性檢定及事後比較 95
表28 安全依附、語文智能及人際智能與心智理論能力之相關係數矩陣(N=124) 96
表29 安全依附、語文智能及人際智能與心智理論能力之典型相關分析
之摘要表(N=124) 98
表30 安全依附、語文智能及人際智能對心智理論能力之區別函數摘要表(N=124) 99
表31 安全依附、語文智能及人際智能對心智理論能力之區別結果(N=124) 100
表32 安全依附、語文智能及人際智能對心智理論能力之區別分析之係數摘要表(N=124) 100
表33 各項假設考驗的主要結果 102
表34 測試作業「未預期的內容-1」之問題與計分方式 131
表35 測試作業「未預期的內容-2」之問題與計分方式 132
表36 測試作業「未預期的移位-1」之問題與計分方式 132
表37 測試作業「未預期的移位-2」之問題與計分方式 133
表38 測試作業「意向作業-1」之問題與計分方式 134
表39 測試作業「意向作業-2」之問題與計分方式 134
表40 測試作業「外表╱真實作業」之問題與計分方式 135
表41 心智理論能力測驗與效標間的相關 136
表42 心智理論能力測驗各項作業之內部一致性信度分析 137
表43 專家效度之學者名錄 140
表44 「幼兒依附關係量表」因素矩陣 (N=124) 142
表45 幼兒依附關係量表刪題前後之題目與題號對照 143
表46 依附關係與效標之相關 144
表47 「幼兒依附關係量表」因素間之相關 144
表48 「幼兒依附關係量表」信度分析 (N=124) 145







圖 目 次

圖1 認知、情緒、反應行為的依附內在運作模式圖 28
圖2 內在運作模式的依附類型 34
圖3 成功生人與成功智能之關係 55
圖4 研究架構 60
圖5 不同性別幼兒之依附關係概況 75
圖6 不同性別幼兒之語文智能表現概況 77
圖7 不同性別幼兒之人際智能表現概況 79
圖8 幼兒心智理論能力之概況 81
圖9 不同年齡的幼兒在心智理論能力測驗上之概況 83
圖10 不同社經地位的幼兒在心智理論能力測驗上之概況 86
圖11 不同依附關係的幼兒在心智理論能力測驗之概況 87
圖12 不同語文智能的幼兒在心智理論能力測驗上之概況 91
圖13 不同人際智能的幼兒在心智理論能力測驗上之概況 94		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0921520351en_US
dc.subject (關鍵詞) 幼兒zh_TW
dc.subject (關鍵詞) 心智理論zh_TW
dc.subject (關鍵詞) 依附zh_TW
dc.subject (關鍵詞) 語文智能zh_TW
dc.subject (關鍵詞) 人際智能zh_TW
dc.subject (關鍵詞) preschoolersen_US
dc.subject (關鍵詞) attachment stylesen_US
dc.subject (關鍵詞) verbal intelligenceen_US
dc.subject (關鍵詞) interpersonal intelligenceen_US
dc.subject (關鍵詞) theory of minden_US
dc.title (題名) 幼兒的依附關係、語文智能及人際智能與心智理論能力之關係zh_TW
dc.type (資料類型) thesisen
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