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1 : (2001) :B :A Ξ ( ) ( ) : : ; 1978 Premack Woodruff Wellman (theory of mind) Perner : Maxi A, 20 Maxi 1999 A (false belief) B Maxi 77, Maxi [1 ]?,3 Maxi B Maxi, (desire) 4 Maxi 1 A,4, (metarepresentation), [2 ] [2-3 ], ( ( ) 3 ) [5 ] ( ) 2 ( ) [2-4 ] 3 4 Ξ : ( ) 45

2 2001 2? 2. 2 Chandler :? Chandler 2. 1 Perner : 6 7 (interpretive theory of mind) Perner,4 [3 ] [9,10 ] Maxi ( (first - order belief) Maxi A B ) Maxi A : ;, (second - order belief), John Maxi A Perner (copy theory [6 ] of mind) :John Mary Mary,John, Mary, John Mary Mary Mary John Mary John Mary?,6 ( ) John Mary, ;, John Mary, 2 ( recursive thinking) Perner [7,8 ],, 3 4,Pillow

3 : [11 ] (, ), (7 ),,6 8, Pillow 4 6 8,, Carpendale [10 ],Perner,6 ( Maxi ) 6,Pillow 6 [3 ],, Carpendale Pillow 2. 3 Wellman : Carpendale 5-8 [9 ] ( ) Wellman ( pear/ pair) ( 3, ),, 5 [2 ], Wellman,6 7, 47

4 2001 2,6 Well2 man ( Person perception), [12 13 ] Yuill ( )??,?,,, [14 ] : [ 1 ]Flavell, J. H. Development of children s knowledge about, the mental world. The International Journal of Behavioral Develop2 Yuill [2 ] Wellman, H. M. The child s theory of mind. 1990, 2 Cambridge, MA :MIT Press. [ 3 ] Perner, J. Understanding the representational mind , Cambridge, MA :MIT Press. [15 ] [4 ]Flavell, J. H., &Miller, P. H. Social cognition. In D. Kuhn & R. S. Siegler ( Eds. ), W. Damon(Series Ed. ), Handbook of child psychology :Vol. 2. Cognition, perception, and language (5 th ed). 1998,New York :Wiley. [5 ]Hala, S. & Chandler, M.J. The role of strategic planning 4 5 in accessing false - belief understanding. Child Development, 1997,62, [ 6 ] Perner, J., & Wimmer, H. John thinks that Mary thinks that :attribution of secondorder belief by 5 - to 10 -, year - old children. Journal of Experimental Child Psychology, 1985,39, ment, 2000,24 (1), [7 ]Landry, M. O., &Lyons - Ruth. Recursive structure in cognitive perspective taking. Child Development, 1980,51, [8 ].,4 ( ).,5 [9 ]Carpendale, J. I., & Chandler, M. J. On the distinction 4 5 between false belief and subscribing to an interpretive theory of mind. Child Development, 1996,67, ,Yuill [10 ]Pillow, B. H., & Henrinchon, A. J. There s more to the picture than meets the eye : Young children s difficulty under2 standing biased interpretation. Child Development, 1996,67,

5 : [11 ]Pillow, B. H. Children s understanding of biased social cognition. Developmental Psychology, 1991,27, [12 ] Rholes, W. S., Jones, M., & Wade, C. Children s understanding of personal dispositions and its relationship to behav2 ior. Journal of Experimental Child Psychology, 1988,45,1-17. [13 ]Rholes, W. S. Newman, L. S., & Ruble, D. N. Under2 standing self and other :Developmental and motivational aspects of perceiving others in terms of invariant dispositions. In E. T. Hig2 gins & R. Sorrentino ( Eds. ), Handbook of motivation and cogni2 tion : Foundations of social behavior ( Vol. 2). 1990, New York : Guilford. [ 14 ] Yuill, N., & Pearson, A. The development of bases for trait attribution : Children s understanding of traits as causal mechanisms based on desire. Developmental Psychology, 1998,34, [15 ] Yuill, N., Perner, J., Pearson, A., Peerbhoy, D., &Van den Ende J. Children s understanding of wicked desires : From obfective to subjective to moral. British Journal of Develop2 mental Psychology, 1996,14, ( 44 ) [4 ],2001 2, ,174.. [6 ].,, [5 ]., A Typological Study on Pupil s Participation Abstract :The purpose of this study was to classify pupils by their participation in teaching - learning pro2 cess, and investigate the developmental features of different types of pupils. 263 pupils from 1 to 6 grade were our subjects for the quantitative analysis of student participation. The results indicated :1) Pupils are dicided into three groups, i. e., negative participation, positive participation, and passive participation. 2) The population distribution among three group illustrates the number of the passive - participation pupils is the most, the positive - participation is second, the negative is third. 3) The positive - partici2 pation pupils have better performances both in self - description and academic achievement than the pas2 sive and negative - participation pupils. Key words :participation ;pupil ;category ;developmental features 49