中国科学院行为科学重点实验室知识库

阅读与心理理论(theory of mind, ToM)在儿童发展过程中都发挥着重要的作用,梳理文献发现两者可能存在双向促进作用。儿童通过与家长或老师的共享阅读,启动联合注意,使用心理状态术语进行对话,进一步根据社会想象力,模拟社会互动,从而促进儿童心理理论发展。另一方面,在阅读过程中,心理理论能够助力儿童从宏观的阅读观的建立、元认知阅读策略的使用、故事情境模型的构建,到微观具体的短语、句子、语篇和多文本的理解等能力的提高,这些证据揭示了心理理论可以从多方面促进儿童阅读能力的发展。进一步的神经生理证据发现,阅读和心理理论这两个过程的神经活动是有一定重叠的。由此推测,两者可能具备潜在的双向促进关系。未来需要更深入和长期的纵向追踪研究为两者的关系提供丰富的实证证据。此外,还应进行更多中国的低龄儿童的研究。随着科技的发展和线上课程的盛行,也应更多关注多媒体内容阅读对儿童心理理论的影响。

Interpersonal motor synchronization is a form of "social glue", which could promotes children to generate prosocial behaviors. The ability for children to synchronize motor interpersonally gradually improves across the developmental process. Their performance could be affected by various factors, such as the movement pattern, the rhythmic of the stimuli, and whom they synchronize with. In the process of interpersonal motor synchronization, it consists of three cognitive components: time perception, motor planning, and motor execution. Interpersonal motor synchronization affects both the development of individual synchronization ability and subsequent performance. In addition, children with autism spectrum disorder, a neurodevelopmental disorder, usually show abnormal behavior in interpersonal motor synchronization. For this reason, future research should not be limited to the exploration of the underlying mechanism of the abnormal interpersonal motor synchronization on children with autism, but also pay more attention to the intervention effect of the interpersonal synchronization training.

国家自然科学基金项目(31971009);; 中国科学院青促会项目资助