1. NCCU Academic Hub
  2. 學術產出
  3. 教育學院
  4. 學位論文
  5. Item

學術產出-學位論文

文章檢視/開啟

書目匯出

Google ScholarTM

政大圖書館

引文資訊

TAIR相關學術產出

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 17-九月-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.
參考文獻 參考書目
一、中文部份
江文吉(2001)。原住民學童多元智能與自我概念關係之研究。國立中山大學教育研究所，未出版，高雄。
吳信鳳、曹峰銘譯（2000）。牙牙學語：嬰兒其的語言發展。學前教育，9，18-21。
李平譯（1997）。經營多元智慧。 台北：遠流。
幸曼玲譯（1996）。幼兒全人教育。台北：心理。
林生傳(2000)。教育社會學。台北：巨流。
林淑華(2001)。國小學童情緒管理與人際關係之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東。
保心怡(2003)。幼兒對於心智理解相關作業的理解情形及運用故事介入的效果研究。國立台灣師範大學人類發展與家庭研究所博士論文，未出版，台北。
許瑞蘭(2002)。國中生依附關係、人際問題解決態度與學校生活適應之相關研究。國立屏東師範學院教育心理與輔導學研究所碩士論文，未出版，屏東。
陳金定(1998)。依附行為與情緒調整能力之因果模式探討暨情緒調整團體對不安全依附者依附相關變項之研究。國立台灣師範大學教育心理與輔導研究所博士論文，未出版，台北。
陳瑩珊(2000)。國小學童依附關係、失落經驗與生活適應之相關研究。國立台灣師範大學教育心理與輔導學系碩士論文，未出版，台北。
陳淑琴(2000)。幼兒語言發展與語言獲得理論探討。幼兒教育年刊，12，93-112。
陳瓊森、汪益譯（2002）。超越教化的心靈。台北：遠流。
曹峰銘譯（1991）。兒童早期展現的讀寫能力：斐格夫斯基的學習及發展模型的
應用。台灣省國民學校教師研習會，80學年度幼兒教育學術研討會。
郭俊賢、陳淑惠譯（1998）。多元智慧的教與學。台北：遠流。
曾端真、曾玲珉譯(1996)。人際關係與溝通。台北：揚智文化。
黃玉華(2000)。心智解讀教學對增進自閉症兒童心智理論能力之研究。國立台灣師範大學特殊教育學系碩士論文，未出版，台北。
黃惠玲、吳英璋(1992)。一歲至三歲幼兒依附行為量表之編製。中華心理學刋，34,9-27。
黃惠玲、吳英璋(1996)。兒童依附為量表與成人依附行為量表之編製。國科會專案報告。
黃瑞琴（1997）。幼兒讀寫萌發課程。 台北：五南。
葉玉珠(2004)。泥娃娃的基地—創作性戲劇對幼兒創造力及多元智能之影響。教育部創意教師行動研究。
楊芳彰(1997)。國小六年級學童依附關係與敵意、社交地位之相關研究。國立台灣師範大學教育心理與輔導學系碩士論文，未出版，台北。
靳洪剛(1997)。語言發展心理學。台北：五南。
羅立人(1999)。大學生的依附風格與寂寞感之相關研究。國立彰化師範大學輔導學系碩士論文，未出版，彰化。
羅婉麗(2000)。國中小學生生活適應之訪談、評量與調查研究。國立成功大學教育研究所碩士論文，未出版，台南。
蘇建文(1991)。家庭與個體發展。蘇建文等著。發展心理學。台北：心理。
蘇建文、黃凱倫(1993)。幼兒與母親依附關係及其社會行為之研究。教育研究資訊，1(4)，29-46。
蘇建文、黃迺毓(1993)。幼兒與母親的依附關係與其學校社會能力表現之研究。教育心理學報，26，23-51。
蘇建文、龔美娟(1994)。母親的依附經驗、教養方式與學前兒童依附關係之相關研究。教育心理學報，27，1-33。
二、英文部份
Ainsworth, M. D. S. (1979). Infant-Mother attachment. American Psychologist, 34(10), 932-937.
Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709-716.
Ainsworth, M. D. S. & Bowlby, J. (1991). An ethological approach to personaliry development. American Psychology, 46(2), 333-341.
Ainsworth, M. D. S., Blehar,M. C., Waters, E. & Walls,S. (1978).Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ:Erlbaum.
Armstrong, T. (1994). Multiple intelligence in the classroom. VA : ASCD
Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard University Press.
Astington, J., & Gopnik, A. (1991). Theoretical explanation of children’s understanding of the mind. British Journal of Developmental Psychology, 5, 139-148.
Astington, J., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Development Psychology, 35, 1311-1320.
Al-Hilawani, Y. A. (2000). A new approach to evaluating metacognition in hearing average achieving, hearing underachieving, and hard of hearing elementary school students. British Journal of Special Education, 27(1), 41-47.
Al-Hilawani,Y.A. (2002). Examining metacognition in hearing and deaf of hearing students:a comparative study. American Annals of the deaf,146(1),45-50.
Arranz, E., Artamendi, J., Olabarrieta, F. & Martin, J. (2002). Family context and theory of mind development. Early Child Development and Care, 172(1), 9-22.
Baron-Cohen, S. (1989). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychiatry, 30(2),285-297.
Baron-Cohen, S. (1992). Out of sight or out of mind? Another look at deception in autism. Journal of child psychology and psychiatry, 33(7), 1141-1155.
Bacon-Cohen, S. (1994). How to build a baby that read minds: Cognition mechanisms in mind reading. Cahiers de Psychology cognitive ,13(5),513-552.
Bacon-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA : MIT: Press.
Bartholomew, K., & Horowitz, L. M. (1991). Attachment style among young adult: A Test of a Four-Category Model. Journal of Personality and Social Psychology. 61(2), 216-244.
Bartsch, K., & Estes, D. (1996). Individual differences in children’s developing theory of mind and implications for metacognition. Learning and Individueal Differences, 8, 281-304.
Bartsch, K. & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
Bjorklund, D. F. (1995). Children’s thinking and developmental function and individual difference.(2nd.ed.),Chapter7: Representation. Brook/Cole Publishing Company.
Bosacki, S. L. (2000). Theory of mind and self-concept in preadolescents: Links with gender and language. Journal of Educational Psychology. 92(4), 709-717.
Bowlby, J. (1969). Attachment and loss,Vol. 1. Attachment. London: Hongarth Press.
Bowlby, J. (1973). Attachment and loss,Vol. 2. Attachment. London: Hongarth Press.
Bowlby, J. (1982). Attachment and loss,Vol. 3. Attachment. London: Hongarth Press.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Bretherton, I. (1990). Open communication and internal working models: Their role in the development of attachment relationships. In R. A. Tompson (Ed.), Nebraska Symposium on Motivation, 1988: Socioemotional development (pp.57-113). Lincoln, NE: University of Nebraska Press.
Bretherton, I. (1991). Intentional communication and the development of mind. In D. Frye & C. Moore (Eds.), Children’s theory of mind : Mental state and social understanding. 49-76. Hillsdale, NJ: Erlbaum.
Cassidy, J. (1990). Theoretical and methodological consideration in the study of attachment and the self in young children. In M.T. Greenberg, D. Cicchetti and E.M. Cumming (Eds.), Attachment in the preschool years. (pp.87-120 ) Chicago: The University of Chicago Press.
Cohn, D. A. (1990). Child-Mother attachment of six-year-olds and social competence at school. Child Development, 61, 152-162.
Cole, K., & Mitchell, P. (2000). Siblings in the development of executive control and a theory of mind. British Journal of Psychology, 18, 279-295.
Collins, N. L. (1996). Working models of attachment: Implications for explanation, emotion and behavior. Journal of Personality and Social Psychology, 71(4),810-832.
Collins, N. L.& Read, S. J. (1994). Cognitive representation of attachment: The structure and function of working models. In Barthomolew, K., & Perlman, D.(Eds.). London: Jessica-Kinsley.
Cutting, A. L., & Dunn, J. (2000). Theory of mind,emotion understanding, language and family background: individual differences and interrelations. Child Development, 70(4), 853-865.
Dunn, J. (1995). Children as psychologists: The later correlates of individual differences in enderstanding of emotions and other minds. Cognition and Emotion, 9, 187-201.
Feinfield, K. A. , Lee, P. P. ,Green, E. R. & Flavell, J. H. (1999). Young children’s understanding of intention. Cognitive Development,14, 463-486.
Flavell, J. H. , Flavell, E. R. , & Green, F. L. (1986). Development of the appearance- reality distinction. Cognitive Psychology, 15, 95-120.
Flavell, J. H. (1999). Cognitive development: children’s knowledge about the mind. Annual Review of Psychology, 50, 21-45.
Fodor, J. A. (1992). A theory of child’s theory of mind. Cognition, 44, 283-296.
Frye, D., & Moore, C. (Eds). (1991) Children’s theory of mind: Mental state and social understanding. Hillsdale, NJ: Erlbaum.
Goldberg, S. (2000). Attachment and development. London, England: Arnold.
Goldberg, S. , Grusec, J. E., & Jenkins, J. M. (1999). Confidence in protection: Arguments for a narrow definition of attachment. Journal of Family Psychology, 13(4), 475-483.
Goodman, K. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann.
Gordon, R. (1986). Folk psychology as simulation. Mind and Language, 1, 158-171.
Happe, F. G. E. (1998). Autism: an Introduction to Psychological Theory. Massachuserrs, Cambridge: Harvard University Press.
Hargie, O. (1997). The handbook of communication skills(2nd ed). London: Routlege.
Harris, P. L. (1995). From simulation to folk psychology: the case for development. In Davies, M., & Stone, T. (Eds), Folk psychology,(vol.3). Cambridge: Blackwell Publishers
Hogrefe, G. J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief : a development lag in attribution of epistemic states. Child development, 57, 567-582.
Holmes, J. (1993). John Bowlby and attachment theory. London: Routledge.
Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching Children with Autism to Mind-Read. West Sussex, England:Wiely Press.
Hughes, C. & Dunn, J. (1997). Pretend you didn’t know : young children’s talk about mental states in pretend play. Cognitive Development, 12, 477-499.
Jacobsen, T., Edelstein, W. & Hofmann, V. (1994). A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence. Developmental Psychology, 30(1), 112-124.
Jackson, A. L. (2001). Language facility and theory of mind development in deaf children. Journal of Deaf Studies and Deaf Education, 6(3), 161-176.
Jenkins, J. M. & Astington, J. W. (1993). Cognitive, linguistic, and social factors associated with theory of mind development in young children. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.
Jenkins, J. M. & Astington, J. W. (2000). Theory of mind and social behavior : Causal Models Tested in a Longitudinal Study. Merrill-Palmer Quarterly, 46(2), 203-219.
Joseph, R. M. & Tager-Flusberg, H. (1999). Preschool children’s understanding of the desire and knowledge constrains on intended action. Developmental Psychology, 17, 211-243.
Karmiloff-Smith, A. (1995). Beyond Modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
Kerns, K. A., Klepac, L., & Cole, A. K. (1996). Peer relationship and preadolescents’ perception of security in the child-mother relationship. Developmental Psychology, 32(3), 457-466.
Kobak, R. R. & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59(1), 135-146.
Lalonde, C. E. & Chandler, M. (1995). False belief understanding goes to school: On the social-emotion consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185.
Lewis, C. & Osborne, A. (1990). Three-year-olds’ problems with false belief: Conceptual deficit or linguistic artifact? Child development, 61, 1514-1519.
Liebert, R. M. & Liebert , L. L. (1998). Personality: strategy and issues( 8th Eds.) California : Cole.
Lillard, A. S. (1993). Young children’s conceptualization of pretend. Child development, 64, 372-386.
Lillard, A. S. (1998). Wanting to be it: Children’s understanding of intentions underlying pretense. Child development, 69, 981-993.
Lillard, A. S., & Cureton, M. A. (1999) Do young children understand what others feel,want,and know? Young children, September, 52-57.
Main, M., & Solomon, J. (1990). Procedures for identify infants as disorganized /disoriented during the Ainsworth Strange Situation. In M.T. Greenberg, D. Cicchetti and E.M. Cumming (Eds.), Attachment in the preschool years. (pp.121-160 ) Chicago: The University of Chicago Press.
Maguier, M. C. & Dunn, J. (1996). Friendships in early childhood, and social understanding. Journal of Behavior Development, 21(4), 669-686.
Meins,E. & Fernyhough, C. H. (1999). Security of attachment as a predictor of symbolic and mentalising abilities : a longitudinal study. Social Development,7, 1-24.
Meins, E., Fernyhough, C. H. , Russell, J. & Clark-Carter, D. (1998). Security of attachment and the social development of cognition. Hove: Psychology Press.
Meins,E., Fernyhough, C. H., Wainwright, R., Gupta, M.D. & Tuckey,M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development,73(6),1715-1726.
Moore, C. & Frye, D. (1991). The acquisition of and Utility of theory of mind. In : Frye,D., Moore, C.(Eds.) Child’s theory of mind. Hillsdale, NJ: Erlbaum.
Moore, C., Furrow, D., Chiasson, L., Patriquin, M. (1994). Development relationships between production and comprehension of mental terms. First Language, 14, 1-17.
Nelson, K. (1996). Language in cognitive development. New York: Cambridge University Press.
Olson, D. R. & Astington, J. W. (1993). Thinking about thinking: Learning how to take statements and holds beliefs. Educational Psychologist, 28(1), 723. Social development, 11(4),433-445.
Ontai, L. L. & Thompson, R. A. (2002). Patterns of attachment and maternal discourse effects on children’s emotion understanding from 3 to 5 years of age.
Paterson, R. J. & Moran, G.. (1988). Attachment theory, personality development, and psychotherapy. Clinical Psychology Review,8,611-636.
Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief and communication. Child Development, 60, 689-700.
Perner,J., Lang,B., & Kloo,D. (2002). Theory of mind and self-control:more than a common problem of inhibition. Child Development, 73(3), 752-767.
Perner, J.,Ruffman, T. & Leekam, S. R. (1994). Theory of mind is contagious: You catch it from your sibs. Child Development, 1228-1238.
Perner, J. & Wimmer, H. (1985). “John thinks that Mary thinks that…”Attribution of second order beliefs by 5-10 years old children. Journal of Exceptional child Psychology, 39, 437-471.
Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago: University of Chicago Press
Raines, S. & Canady, R. J. (1990). The whole language kindergarten. NY: Teachers College Press.
Rice, K. G. (1995). Cross-sectional and longitudinal examination of attachment, seperation-individualization, and college students adjustment. Journal of Counseling & Development,73(4),463-474.
Shaffer, D. R. (1988). Social and Personality Development. California: Brooks.
Sroufe, L. A. (1988). The role of infant-caregiver attachment in development. In J. Belsky & T. Nezworski (Eds.), Clinical implication of attachment(pp.18-38). Hillsdale, NJ, England: Lawrence Erlbaum.
Sroufe, L. A. & Waters, E. (1977). Attachment as an organizational construct. Child Development, 48(4), 1184-1199.
Suess, G.. J., Grossmann, K. E. & Sroufe, L. A. (1992). Effects of infant attachment to mother and father on quality of adaptation to preschool: From Dyadic to individual organization of the self. International Journal of Behavior Development, 15(1), 43-65.
Tomasello, M. (1995). Joint attention as social cognition. In Moore,C., & Dunham, P. J.(Eds.), Joint attention: Its origins and role in development,103-130. Hillsdale, NJ: Lawrence Erlbaum Associates.
Vygotsky, L., (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Watson, A. C., Nixon, C. L., Wilson, A. & Capage, L. (1999). Social interaction skills and theory of mind in young children. Developmental Psychology, 35(2), 386-391.
Weiss, R. S. (1993). The attachment bond in childhood and adulthood. In C.M. Parkes, J. Stevenson-Hinde & P. Marris (Eds.), Attachment across the life cycle. Routledge: London and New York.
Wellman, H. M. (1990). The child’s theory of mind. Cambridge, MA:MIT Press.
Wahi, S., Johri, R. (1994). Questioning a universal theory of mind: Mental-real distinctions made by Indian children. Journal of Genetic Psychology, 155, 503-510.
Wimmer, H. & Perner, J. (1983). Beliefs about beliefs
Wimmer, H. & Perner, J. (1986). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.
Youngblade, L. M. & Dunn, J. (1996). Individual differences in young children’s pretend play with mother and sibling: Links to relationships and understanding of other people’s feelings and beliefs. Child Development, 66, 1472-1492.
Zelazo, P. D. & Jacques, S. (1996). Children’s rule use : Representation, reflection, and cognitive control. Annals of Child Development, 12, 119-176.
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 (作者) 劉佳閔zh_TW
dc.creator (作者) 劉佳閔zh_TW
dc.date (日期) 2004en_US
dc.date.accessioned 17-九月-2009 15:13:00 (UTC+8)-
dc.date.available 17-九月-2009 15:13:00 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 15:13:00 (UTC+8)-
dc.identifier (其他 識別碼) 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
dc.format.extent 47843 bytes-
dc.format.extent 90143 bytes-
dc.format.extent 80785 bytes-
dc.format.extent 87623 bytes-
dc.format.extent 151204 bytes-
dc.format.extent 424052 bytes-
dc.format.extent 216351 bytes-
dc.format.extent 431093 bytes-
dc.format.extent 226041 bytes-
dc.format.extent 132848 bytes-
dc.format.extent 818526 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
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
dc.relation.reference (參考文獻) 參考書目zh_TW
dc.relation.reference (參考文獻) 一、中文部份zh_TW
dc.relation.reference (參考文獻) 江文吉(2001)。原住民學童多元智能與自我概念關係之研究。國立中山大學教育研究所，未出版，高雄。zh_TW
dc.relation.reference (參考文獻) 吳信鳳、曹峰銘譯（2000）。牙牙學語：嬰兒其的語言發展。學前教育，9，18-21。zh_TW
dc.relation.reference (參考文獻) 李平譯（1997）。經營多元智慧。 台北：遠流。zh_TW
dc.relation.reference (參考文獻) 幸曼玲譯（1996）。幼兒全人教育。台北：心理。zh_TW
dc.relation.reference (參考文獻) 林生傳(2000)。教育社會學。台北：巨流。zh_TW
dc.relation.reference (參考文獻) 林淑華(2001)。國小學童情緒管理與人際關係之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東。zh_TW
dc.relation.reference (參考文獻) 保心怡(2003)。幼兒對於心智理解相關作業的理解情形及運用故事介入的效果研究。國立台灣師範大學人類發展與家庭研究所博士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 許瑞蘭(2002)。國中生依附關係、人際問題解決態度與學校生活適應之相關研究。國立屏東師範學院教育心理與輔導學研究所碩士論文，未出版，屏東。zh_TW
dc.relation.reference (參考文獻) 陳金定(1998)。依附行為與情緒調整能力之因果模式探討暨情緒調整團體對不安全依附者依附相關變項之研究。國立台灣師範大學教育心理與輔導研究所博士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 陳瑩珊(2000)。國小學童依附關係、失落經驗與生活適應之相關研究。國立台灣師範大學教育心理與輔導學系碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 陳淑琴(2000)。幼兒語言發展與語言獲得理論探討。幼兒教育年刊，12，93-112。zh_TW
dc.relation.reference (參考文獻) 陳瓊森、汪益譯（2002）。超越教化的心靈。台北：遠流。zh_TW
dc.relation.reference (參考文獻) 曹峰銘譯（1991）。兒童早期展現的讀寫能力：斐格夫斯基的學習及發展模型的zh_TW
dc.relation.reference (參考文獻) 應用。台灣省國民學校教師研習會，80學年度幼兒教育學術研討會。zh_TW
dc.relation.reference (參考文獻) 郭俊賢、陳淑惠譯（1998）。多元智慧的教與學。台北：遠流。zh_TW
dc.relation.reference (參考文獻) 曾端真、曾玲珉譯(1996)。人際關係與溝通。台北：揚智文化。zh_TW
dc.relation.reference (參考文獻) 黃玉華(2000)。心智解讀教學對增進自閉症兒童心智理論能力之研究。國立台灣師範大學特殊教育學系碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 黃惠玲、吳英璋(1992)。一歲至三歲幼兒依附行為量表之編製。中華心理學刋，34,9-27。zh_TW
dc.relation.reference (參考文獻) 黃惠玲、吳英璋(1996)。兒童依附為量表與成人依附行為量表之編製。國科會專案報告。zh_TW
dc.relation.reference (參考文獻) 黃瑞琴（1997）。幼兒讀寫萌發課程。 台北：五南。zh_TW
dc.relation.reference (參考文獻) 葉玉珠(2004)。泥娃娃的基地—創作性戲劇對幼兒創造力及多元智能之影響。教育部創意教師行動研究。zh_TW
dc.relation.reference (參考文獻) 楊芳彰(1997)。國小六年級學童依附關係與敵意、社交地位之相關研究。國立台灣師範大學教育心理與輔導學系碩士論文，未出版，台北。zh_TW
dc.relation.reference (參考文獻) 靳洪剛(1997)。語言發展心理學。台北：五南。zh_TW
dc.relation.reference (參考文獻) 羅立人(1999)。大學生的依附風格與寂寞感之相關研究。國立彰化師範大學輔導學系碩士論文，未出版，彰化。zh_TW
dc.relation.reference (參考文獻) 羅婉麗(2000)。國中小學生生活適應之訪談、評量與調查研究。國立成功大學教育研究所碩士論文，未出版，台南。zh_TW
dc.relation.reference (參考文獻) 蘇建文(1991)。家庭與個體發展。蘇建文等著。發展心理學。台北：心理。zh_TW
dc.relation.reference (參考文獻) 蘇建文、黃凱倫(1993)。幼兒與母親依附關係及其社會行為之研究。教育研究資訊，1(4)，29-46。zh_TW
dc.relation.reference (參考文獻) 蘇建文、黃迺毓(1993)。幼兒與母親的依附關係與其學校社會能力表現之研究。教育心理學報，26，23-51。zh_TW
dc.relation.reference (參考文獻) 蘇建文、龔美娟(1994)。母親的依附經驗、教養方式與學前兒童依附關係之相關研究。教育心理學報，27，1-33。zh_TW
dc.relation.reference (參考文獻) 二、英文部份zh_TW
dc.relation.reference (參考文獻) Ainsworth, M. D. S. (1979). Infant-Mother attachment. American Psychologist, 34(10), 932-937.zh_TW
dc.relation.reference (參考文獻) Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709-716.zh_TW
dc.relation.reference (參考文獻) Ainsworth, M. D. S. & Bowlby, J. (1991). An ethological approach to personaliry development. American Psychology, 46(2), 333-341.zh_TW
dc.relation.reference (參考文獻) Ainsworth, M. D. S., Blehar,M. C., Waters, E. & Walls,S. (1978).Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ:Erlbaum.zh_TW
dc.relation.reference (參考文獻) Armstrong, T. (1994). Multiple intelligence in the classroom. VA : ASCDzh_TW
dc.relation.reference (參考文獻) Astington, J. W. (1993). The child’s discovery of the mind. Cambridge, MA: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Astington, J., & Gopnik, A. (1991). Theoretical explanation of children’s understanding of the mind. British Journal of Developmental Psychology, 5, 139-148.zh_TW
dc.relation.reference (參考文獻) Astington, J., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Development Psychology, 35, 1311-1320.zh_TW
dc.relation.reference (參考文獻) Al-Hilawani, Y. A. (2000). A new approach to evaluating metacognition in hearing average achieving, hearing underachieving, and hard of hearing elementary school students. British Journal of Special Education, 27(1), 41-47.zh_TW
dc.relation.reference (參考文獻) Al-Hilawani,Y.A. (2002). Examining metacognition in hearing and deaf of hearing students:a comparative study. American Annals of the deaf,146(1),45-50.zh_TW
dc.relation.reference (參考文獻) Arranz, E., Artamendi, J., Olabarrieta, F. & Martin, J. (2002). Family context and theory of mind development. Early Child Development and Care, 172(1), 9-22.zh_TW
dc.relation.reference (參考文獻) Baron-Cohen, S. (1989). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychiatry, 30(2),285-297.zh_TW
dc.relation.reference (參考文獻) Baron-Cohen, S. (1992). Out of sight or out of mind? Another look at deception in autism. Journal of child psychology and psychiatry, 33(7), 1141-1155.zh_TW
dc.relation.reference (參考文獻) Bacon-Cohen, S. (1994). How to build a baby that read minds: Cognition mechanisms in mind reading. Cahiers de Psychology cognitive ,13(5),513-552.zh_TW
dc.relation.reference (參考文獻) Bacon-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA : MIT: Press.zh_TW
dc.relation.reference (參考文獻) Bartholomew, K., & Horowitz, L. M. (1991). Attachment style among young adult: A Test of a Four-Category Model. Journal of Personality and Social Psychology. 61(2), 216-244.zh_TW
dc.relation.reference (參考文獻) Bartsch, K., & Estes, D. (1996). Individual differences in children’s developing theory of mind and implications for metacognition. Learning and Individueal Differences, 8, 281-304.zh_TW
dc.relation.reference (參考文獻) Bartsch, K. & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.zh_TW
dc.relation.reference (參考文獻) Bjorklund, D. F. (1995). Children’s thinking and developmental function and individual difference.(2nd.ed.),Chapter7: Representation. Brook/Cole Publishing Company.zh_TW
dc.relation.reference (參考文獻) Bosacki, S. L. (2000). Theory of mind and self-concept in preadolescents: Links with gender and language. Journal of Educational Psychology. 92(4), 709-717.zh_TW
dc.relation.reference (參考文獻) Bowlby, J. (1969). Attachment and loss,Vol. 1. Attachment. London: Hongarth Press.zh_TW
dc.relation.reference (參考文獻) Bowlby, J. (1973). Attachment and loss,Vol. 2. Attachment. London: Hongarth Press.zh_TW
dc.relation.reference (參考文獻) Bowlby, J. (1982). Attachment and loss,Vol. 3. Attachment. London: Hongarth Press.zh_TW
dc.relation.reference (參考文獻) Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.zh_TW
dc.relation.reference (參考文獻) Bretherton, I. (1990). Open communication and internal working models: Their role in the development of attachment relationships. In R. A. Tompson (Ed.), Nebraska Symposium on Motivation, 1988: Socioemotional development (pp.57-113). Lincoln, NE: University of Nebraska Press.zh_TW
dc.relation.reference (參考文獻) Bretherton, I. (1991). Intentional communication and the development of mind. In D. Frye & C. Moore (Eds.), Children’s theory of mind : Mental state and social understanding. 49-76. Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Cassidy, J. (1990). Theoretical and methodological consideration in the study of attachment and the self in young children. In M.T. Greenberg, D. Cicchetti and E.M. Cumming (Eds.), Attachment in the preschool years. (pp.87-120 ) Chicago: The University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) Cohn, D. A. (1990). Child-Mother attachment of six-year-olds and social competence at school. Child Development, 61, 152-162.zh_TW
dc.relation.reference (參考文獻) Cole, K., & Mitchell, P. (2000). Siblings in the development of executive control and a theory of mind. British Journal of Psychology, 18, 279-295.zh_TW
dc.relation.reference (參考文獻) Collins, N. L. (1996). Working models of attachment: Implications for explanation, emotion and behavior. Journal of Personality and Social Psychology, 71(4),810-832.zh_TW
dc.relation.reference (參考文獻) Collins, N. L.& Read, S. J. (1994). Cognitive representation of attachment: The structure and function of working models. In Barthomolew, K., & Perlman, D.(Eds.). London: Jessica-Kinsley.zh_TW
dc.relation.reference (參考文獻) Cutting, A. L., & Dunn, J. (2000). Theory of mind,emotion understanding, language and family background: individual differences and interrelations. Child Development, 70(4), 853-865.zh_TW
dc.relation.reference (參考文獻) Dunn, J. (1995). Children as psychologists: The later correlates of individual differences in enderstanding of emotions and other minds. Cognition and Emotion, 9, 187-201.zh_TW
dc.relation.reference (參考文獻) Feinfield, K. A. , Lee, P. P. ,Green, E. R. & Flavell, J. H. (1999). Young children’s understanding of intention. Cognitive Development,14, 463-486.zh_TW
dc.relation.reference (參考文獻) Flavell, J. H. , Flavell, E. R. , & Green, F. L. (1986). Development of the appearance- reality distinction. Cognitive Psychology, 15, 95-120.zh_TW
dc.relation.reference (參考文獻) Flavell, J. H. (1999). Cognitive development: children’s knowledge about the mind. Annual Review of Psychology, 50, 21-45.zh_TW
dc.relation.reference (參考文獻) Fodor, J. A. (1992). A theory of child’s theory of mind. Cognition, 44, 283-296.zh_TW
dc.relation.reference (參考文獻) Frye, D., & Moore, C. (Eds). (1991) Children’s theory of mind: Mental state and social understanding. Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Goldberg, S. (2000). Attachment and development. London, England: Arnold.zh_TW
dc.relation.reference (參考文獻) Goldberg, S. , Grusec, J. E., & Jenkins, J. M. (1999). Confidence in protection: Arguments for a narrow definition of attachment. Journal of Family Psychology, 13(4), 475-483.zh_TW
dc.relation.reference (參考文獻) Goodman, K. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann.zh_TW
dc.relation.reference (參考文獻) Gordon, R. (1986). Folk psychology as simulation. Mind and Language, 1, 158-171.zh_TW
dc.relation.reference (參考文獻) Happe, F. G. E. (1998). Autism: an Introduction to Psychological Theory. Massachuserrs, Cambridge: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Hargie, O. (1997). The handbook of communication skills(2nd ed). London: Routlege.zh_TW
dc.relation.reference (參考文獻) Harris, P. L. (1995). From simulation to folk psychology: the case for development. In Davies, M., & Stone, T. (Eds), Folk psychology,(vol.3). Cambridge: Blackwell Publisherszh_TW
dc.relation.reference (參考文獻) Hogrefe, G. J., Wimmer, H., & Perner, J. (1986). Ignorance versus false belief : a development lag in attribution of epistemic states. Child development, 57, 567-582.zh_TW
dc.relation.reference (參考文獻) Holmes, J. (1993). John Bowlby and attachment theory. London: Routledge.zh_TW
dc.relation.reference (參考文獻) Howlin, P., Baron-Cohen, S., & Hadwin, J. (1999). Teaching Children with Autism to Mind-Read. West Sussex, England:Wiely Press.zh_TW
dc.relation.reference (參考文獻) Hughes, C. & Dunn, J. (1997). Pretend you didn’t know : young children’s talk about mental states in pretend play. Cognitive Development, 12, 477-499.zh_TW
dc.relation.reference (參考文獻) Jacobsen, T., Edelstein, W. & Hofmann, V. (1994). A longitudinal study of the relation between representations of attachment in childhood and cognitive functioning in childhood and adolescence. Developmental Psychology, 30(1), 112-124.zh_TW
dc.relation.reference (參考文獻) Jackson, A. L. (2001). Language facility and theory of mind development in deaf children. Journal of Deaf Studies and Deaf Education, 6(3), 161-176.zh_TW
dc.relation.reference (參考文獻) Jenkins, J. M. & Astington, J. W. (1993). Cognitive, linguistic, and social factors associated with theory of mind development in young children. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA.zh_TW
dc.relation.reference (參考文獻) Jenkins, J. M. & Astington, J. W. (2000). Theory of mind and social behavior : Causal Models Tested in a Longitudinal Study. Merrill-Palmer Quarterly, 46(2), 203-219.zh_TW
dc.relation.reference (參考文獻) Joseph, R. M. & Tager-Flusberg, H. (1999). Preschool children’s understanding of the desire and knowledge constrains on intended action. Developmental Psychology, 17, 211-243.zh_TW
dc.relation.reference (參考文獻) Karmiloff-Smith, A. (1995). Beyond Modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.zh_TW
dc.relation.reference (參考文獻) Kerns, K. A., Klepac, L., & Cole, A. K. (1996). Peer relationship and preadolescents’ perception of security in the child-mother relationship. Developmental Psychology, 32(3), 457-466.zh_TW
dc.relation.reference (參考文獻) Kobak, R. R. & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59(1), 135-146.zh_TW
dc.relation.reference (參考文獻) Lalonde, C. E. & Chandler, M. (1995). False belief understanding goes to school: On the social-emotion consequences of coming early or late to a first theory of mind. Cognition and Emotion, 9, 167-185.zh_TW
dc.relation.reference (參考文獻) Lewis, C. & Osborne, A. (1990). Three-year-olds’ problems with false belief: Conceptual deficit or linguistic artifact? Child development, 61, 1514-1519.zh_TW
dc.relation.reference (參考文獻) Liebert, R. M. & Liebert , L. L. (1998). Personality: strategy and issues( 8th Eds.) California : Cole.zh_TW
dc.relation.reference (參考文獻) Lillard, A. S. (1993). Young children’s conceptualization of pretend. Child development, 64, 372-386.zh_TW
dc.relation.reference (參考文獻) Lillard, A. S. (1998). Wanting to be it: Children’s understanding of intentions underlying pretense. Child development, 69, 981-993.zh_TW
dc.relation.reference (參考文獻) Lillard, A. S., & Cureton, M. A. (1999) Do young children understand what others feel,want,and know? Young children, September, 52-57.zh_TW
dc.relation.reference (參考文獻) Main, M., & Solomon, J. (1990). Procedures for identify infants as disorganized /disoriented during the Ainsworth Strange Situation. In M.T. Greenberg, D. Cicchetti and E.M. Cumming (Eds.), Attachment in the preschool years. (pp.121-160 ) Chicago: The University of Chicago Press.zh_TW
dc.relation.reference (參考文獻) Maguier, M. C. & Dunn, J. (1996). Friendships in early childhood, and social understanding. Journal of Behavior Development, 21(4), 669-686.zh_TW
dc.relation.reference (參考文獻) Meins,E. & Fernyhough, C. H. (1999). Security of attachment as a predictor of symbolic and mentalising abilities : a longitudinal study. Social Development,7, 1-24.zh_TW
dc.relation.reference (參考文獻) Meins, E., Fernyhough, C. H. , Russell, J. & Clark-Carter, D. (1998). Security of attachment and the social development of cognition. Hove: Psychology Press.zh_TW
dc.relation.reference (參考文獻) Meins,E., Fernyhough, C. H., Wainwright, R., Gupta, M.D. & Tuckey,M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development,73(6),1715-1726.zh_TW
dc.relation.reference (參考文獻) Moore, C. & Frye, D. (1991). The acquisition of and Utility of theory of mind. In : Frye,D., Moore, C.(Eds.) Child’s theory of mind. Hillsdale, NJ: Erlbaum.zh_TW
dc.relation.reference (參考文獻) Moore, C., Furrow, D., Chiasson, L., Patriquin, M. (1994). Development relationships between production and comprehension of mental terms. First Language, 14, 1-17.zh_TW
dc.relation.reference (參考文獻) Nelson, K. (1996). Language in cognitive development. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Olson, D. R. & Astington, J. W. (1993). Thinking about thinking: Learning how to take statements and holds beliefs. Educational Psychologist, 28(1), 723. Social development, 11(4),433-445.zh_TW
dc.relation.reference (參考文獻) Ontai, L. L. & Thompson, R. A. (2002). Patterns of attachment and maternal discourse effects on children’s emotion understanding from 3 to 5 years of age.zh_TW
dc.relation.reference (參考文獻) Paterson, R. J. & Moran, G.. (1988). Attachment theory, personality development, and psychotherapy. Clinical Psychology Review,8,611-636.zh_TW
dc.relation.reference (參考文獻) Perner, J., Frith, U., Leslie, A. M., & Leekam, S. R. (1989). Exploration of the autistic child’s theory of mind: Knowledge, belief and communication. Child Development, 60, 689-700.zh_TW
dc.relation.reference (參考文獻) Perner,J., Lang,B., & Kloo,D. (2002). Theory of mind and self-control:more than a common problem of inhibition. Child Development, 73(3), 752-767.zh_TW
dc.relation.reference (參考文獻) Perner, J.,Ruffman, T. & Leekam, S. R. (1994). Theory of mind is contagious: You catch it from your sibs. Child Development, 1228-1238.zh_TW
dc.relation.reference (參考文獻) Perner, J. & Wimmer, H. (1985). “John thinks that Mary thinks that…”Attribution of second order beliefs by 5-10 years old children. Journal of Exceptional child Psychology, 39, 437-471.zh_TW
dc.relation.reference (參考文獻) Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago: University of Chicago Presszh_TW
dc.relation.reference (參考文獻) Raines, S. & Canady, R. J. (1990). The whole language kindergarten. NY: Teachers College Press.zh_TW
dc.relation.reference (參考文獻) Rice, K. G. (1995). Cross-sectional and longitudinal examination of attachment, seperation-individualization, and college students adjustment. Journal of Counseling & Development,73(4),463-474.zh_TW
dc.relation.reference (參考文獻) Shaffer, D. R. (1988). Social and Personality Development. California: Brooks.zh_TW
dc.relation.reference (參考文獻) Sroufe, L. A. (1988). The role of infant-caregiver attachment in development. In J. Belsky & T. Nezworski (Eds.), Clinical implication of attachment(pp.18-38). Hillsdale, NJ, England: Lawrence Erlbaum.zh_TW
dc.relation.reference (參考文獻) Sroufe, L. A. & Waters, E. (1977). Attachment as an organizational construct. Child Development, 48(4), 1184-1199.zh_TW
dc.relation.reference (參考文獻) Suess, G.. J., Grossmann, K. E. & Sroufe, L. A. (1992). Effects of infant attachment to mother and father on quality of adaptation to preschool: From Dyadic to individual organization of the self. International Journal of Behavior Development, 15(1), 43-65.zh_TW
dc.relation.reference (參考文獻) Tomasello, M. (1995). Joint attention as social cognition. In Moore,C., & Dunham, P. J.(Eds.), Joint attention: Its origins and role in development,103-130. Hillsdale, NJ: Lawrence Erlbaum Associates.zh_TW
dc.relation.reference (參考文獻) Vygotsky, L., (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.zh_TW
dc.relation.reference (參考文獻) Watson, A. C., Nixon, C. L., Wilson, A. & Capage, L. (1999). Social interaction skills and theory of mind in young children. Developmental Psychology, 35(2), 386-391.zh_TW
dc.relation.reference (參考文獻) Weiss, R. S. (1993). The attachment bond in childhood and adulthood. In C.M. Parkes, J. Stevenson-Hinde & P. Marris (Eds.), Attachment across the life cycle. Routledge: London and New York.zh_TW
dc.relation.reference (參考文獻) Wellman, H. M. (1990). The child’s theory of mind. Cambridge, MA:MIT Press.zh_TW
dc.relation.reference (參考文獻) Wahi, S., Johri, R. (1994). Questioning a universal theory of mind: Mental-real distinctions made by Indian children. Journal of Genetic Psychology, 155, 503-510.zh_TW
dc.relation.reference (參考文獻) Wimmer, H. & Perner, J. (1983). Beliefs about beliefszh_TW
dc.relation.reference (參考文獻) Wimmer, H. & Perner, J. (1986). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103-128.zh_TW
dc.relation.reference (參考文獻) Youngblade, L. M. & Dunn, J. (1996). Individual differences in young children’s pretend play with mother and sibling: Links to relationships and understanding of other people’s feelings and beliefs. Child Development, 66, 1472-1492.zh_TW
dc.relation.reference (參考文獻) Zelazo, P. D. & Jacques, S. (1996). Children’s rule use : Representation, reflection, and cognitive control. Annals of Child Development, 12, 119-176.zh_TW