유치원 아동의 마음이론과 사회적 능력의 관계 = The Relationship between Theory of Mind and Social Competence in Preschool Children

다국어 초록 (Multilingual Abstract)

This study examined the relationship between theory of mind and social competence in preschool children. Children were tested on two kinds of mind understanding tasks: mind-reading and emotion-reading, and teachers were asked to rate Matson Evaluation of Social Skills with Youngsters, Index of Empathy for Children and Adolescents, and a Measure of Aggression and Prosocial behaviors. Mind-reading tasks assessed the ability to interpret others' behaviors by reading their mental states, and emotion-reading tasks assessed the ability to read others' emotional states through their facial expressions. Participants were 48 five-year old children. The result showed that mind-reading was significantly related to social skill score. The empathy score was significantly related to the scores of social skill, inappropriate assertiveness, aggression and prosocial behaviors. For the girls, mind-reading predicted social skill score along with empathy. However, mind-reading predicted none of social behaviors for the boys. Empathy scores were the best predictor of social skill, inappropriate assertiveness, aggression, and prosocial behaviors for both. Finally, boys and girls did not differ in their scores on mind-understanding tasks. It was discussed that there is difference between children's theory of mind and the way how they employ their ToM in the social world, and the relationship between theory of mind and social competence is complex.

국문 초록 (Abstract)

본 연구는 유치원 아동의 마음이해와 사회적 능력의 관계를 알아보기 위해 수행되었다. 마음이해 능력을 측정하기 위해 유치원 아동에게 마음읽기과제와 정서읽기과제를 실시하였고 교사에게 사회적 기술척도, 공격성/친사회성 척도와 공감척도를 평가하게 하였다. 마음읽기과제는 다양한 상황에서 상대방의 마음상태를 추론하는 능력을, 그리고 정서읽기과제는 상대방의 표정에 나타난 정서를 인식하는 능력을 측정하였다. 48명의 유치원 아동이 연구에 참가하였고 연구결과는 다음과 같다. 유치원 아동의 마음읽기는 사회적 기술과 정적 상관이 있었으며, 공감능력은 사회적 기술 및 친사회성과 정적 상관이 있었고 공격성 및 부적합 행동과는 부적 상관이 있었다. 여아의 마음읽기는 공감능력과 함께 사회적 기술을 예측하는 변인이었고 남아의 마음읽기는 어떤 사회적 행동도 예측하지 못했다. 여아와 남아의 공감능력은 둘 다 사회적 기술, 친사회성, 공격성, 그리고 부적합행동을 예측하였다. 끝으로, 유치원 아동의 마음이해 능력의 성차를 분석한 결과 성별에 따른 수행점수의 차이가 없었다. 본 연구의 결과에 대해 마음을 이해하는 능력을 가진 것과 이 능력을 사회적 행동에 활용하는 능력은 다를 수 있으며 마음이해와 사회적 능력의 상호관계는 복잡하다는 점을 논의하였다.

참고문헌 (Reference)

1 양혜영, "초등학생의 마음이론과 사회적 능력의 관계" 21 : 31-47, 2008

2 구재선, "중학생의 마음이해 능력과 사회적 상호작용" 22 : 17-33, 2008

3 조경자, "정서 상태와 얼굴표정간의 연결 능력의 발달" 10 : 127-138, 2007

4 김혜리, "인기 있는 아동은 마음읽기를 잘하나?" 18 : 1-18, 2005

5 신유림, "유아의 마음의 이론과 사회적 능력과의 관련성에 대한 연구" 한국유아교육학회 24 (24): 209-223, 2004

6 김선미, "어머니 양육행동 및 남녀 아동의 자아존중감과 또래 괴롭힘 간의 관계" 이화여자대학교 2005

7 김혜리, "어린 아동의 실제정서와 표면정서의 이해:아동의 마음이론" 13 : 1-19, 2000

8 김경미, "아동의 시선이해 발달과 마음이론과의 관계" 한국심리학회 산하 한국발달심리학회 20 (20): 1-16, 2007

9 구재선, "아동의 성격 특질에 대한 이해 발달:특질 추론의 상황적,시간적 안정성을 중심으로" 19 : 1-20, 2006

10 양혜영, "아동의 바람과 감정 추론의 발달" 20 : 1-18, 2007

11 김혜리, "아동의 마음에 대한 이해 발달:틀린믿음에 대한 이해로 살펴본 마음-이론의 발달" 10 : 74-91, 1997

12 박영신, "아동의 공격성 유형과 학교 적응의 관계" 연세대학교 2004

13 김혜리, "심리학자로서의 아동:심리지식의 발달" 16 : 29-52, 2005

14 진주희, "공격적인 아동을 위한 인지행동치료 프로그램의 효과" 연세대학교 1998

15 Hughes, C., "What are the links between theory of mind and social relations? Review, reflections and new directions for studies and atypical development" 13 : 590-619, 2004

16 Hughes, C., "Understanding mind and emotion: Longitudinal associations with mental state talk between young friends" 34 : 1026-1037, 1998

17 Bosacki, S., "Theory of mind in preadolescence: Relations between social understanding and social competence" 8 : 237-255, 1999

18 Astington, J. W., "Theory of mind development and social understanding" 9 : 151-165, 1995

19 Slaughter, V., "Theory of mind and peer acceptance in preschool children" 20 : 545-564, 2002

20 Yirmiya, N., "Theory of mind abilities in individuals with autism, Down syndrome, and mental retardation of unknown etiology: The role of age and intelligence" 37 : 1003-1014, 1996

21 Bosacki,S., "Theory of Mind and Self- Concept in Preadolescents: Links With Gender and Language" 92 : 709-717, 2000

22 Eisenberg, N., "The relation of empathy to prosocial and related behaviors" 101 : 91-119, 1987

23 Hill, J. P., "The intensification of gender-related role expectations during early adolescence in : Girls at puberty: Biological and social perspective" Plenum 201-228, 1983

24 Baron-Cohen,S., "The essential difference: The truth about the male and female brain" Basic Books 2003

25 Wellman,H.M., "The child's theory of mind" Bradford 1990

26 Cassidy, K. W., "The Relationship Between Psychological Understanding and Positive Social Behaviors" 12 : 198-221, 2003

27 Moore, C., "The Cognitive Basis of Future-oriented Prosocial Behavior" 7 (7): 198-218, 1998

28 Baron-Cohen, S., "The 'reading the mind in the eye' test, revised version: a study with normal adults and adult with asperger syndrome or high functioning autism" 42 : 241-252, 2001

29 Astington,J.W., "Sometimes necessary, never sufficient: False belief understanding and social competence in : Individual differences in. theory of mind" Psychology Press 13-38, 2003

30 Watson, A. C., "Social interaction skills and theory of mind in young children" 35 : 386-391, 1999

31 Eisenberg, N., "Social cognition and prosocial development in ; The development of social cognition" Psychology Press 329-364, 1997

32 Yirmiya, N., "Seriation, conservation, and theory of mind abilities in individuals with autism, individuals with mental retardation, and normally developing children" 67 : 2045-2059, 1996

33 Wellman, H. M., "Scaling of theory of mind tasks" 75 : 523-541, 2004

34 Crick, N. R., "Response decision processes in relational and overt aggression" 69 : 1630-1639, 1998

35 Eisenberg, N., "Prosocial development in : Handbook of child psychology" John Wiley & Sons 701-778, 1998

36 McNab,C., "Peer acceptance and theory of mind. Unpublished MA thesis, University of Canterbury"

37 Peterson, C. C., "Mindreading and moral awareness in popular and rejected preschoolers" 20 : 205-224, 2002

38 Dunn,J., "Mind-reading, emotion understanding and relationships" 24 : 142-144, 2000

39 Keenan,T., "Individual differences in theory of mind: The preschool years and beyond in : Individual differences in theory of mind" Psychology Press 121-142, 2003

40 Bartsch, K., "Individual differences in children's developing theory of mind and implications for metacognition" 8 : 281-304, 1996

41 Lalonde, C. E., "False belief understanding goes to school: On the social-emotional consequences of coming early or late to first theory of mind" 9 : 167-185, 1995

42 Roberts, W., "Empathy, Emotional expressiveness, and Prosocial Behavior" 67 : 449-470, 1996

43 Davis, M., "Emotional reactions to dramatic film stimuli: The influence of cognitive and emotional empathy" 52 : 126-133, 1987

44 Baron-Cohen, S., "Does the autistic child have theory of mind?" 21 : 37-46, 1985

45 Hadwin, J., "Does teaching theory of mind have an effect on the ability to develop conversation in children with autism" 14 : 386-398, 1997

46 Matson, J. L., "Development of a rating scale to measure social skills in children: The Matson Evaluation of Social Skills with Youngsters" 21 : 335-340, 1983

47 Astington, J. W., "Developing understanding of desire and intention in : Natural theories of mind: Evolution, development and simulation of everyday mindreading" Basil Blackwell Ltd 37-50, 1991

48 Dunn, J., "Conversations about feeling states between mothers and their young children" 23 : 132-139, 1987

49 Brown, J. R., "Continuities in emotion understanding from three to six years" 67 : 789-802, 1996

50 Jenkins, J. M., "Cognitive factors and family structure associated with theory of mind development in young children" 32 : 70-78, 1996

51 Dunn,J., "Children as psychologists: The later correlates of individual differences in understanding emotions and other minds" 9 : 187-201, 1995

52 Charman, T., "Charman, T., Ruffman, T., & Clements, W. (2002). Is There a Gender Difference in False Belief Development" 11 : 1-10, 2002

53 Wimmer, H., "Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception" 13 : 103-128, 1983

54 Bryant,B.K., "An index of empathy for children and adolescents" 53 : 413-452, 1982

55 Holmes, H. A., "A cross-task comparison of false belief understanding in a Head Start population" 63 : 263-285, 1996

56 Baron-Cohen, S., ""Is there a language of the eyes?" Evidence from normal adults and adults with autism or Asperger syndrome" 4 : 311-331, 1997