The Influence Of Theory Of Mind On White Lie Cognition Of Primary And Middle School Students

In a broad sense,white lie cognition refers to the cognition of individual white lie,including the conceptual understanding,degree evaluation and moral evaluation of white lie.As an important dimension of children's moral development,white lie cognition has attracted more and more attention from researchers in recent years.Further research on white lie cognition shows that theory of mind and empathy are important factors affecting children's white lie behavior.Theory of mind is the ability to understand the mental states of oneself and others and to interpret and predict behavior accordingly.Empathy is an individual's ability to understand the emotions of others and respond appropriately.In this study,240 students in grade 4,grade 6 and grade 8 were taken as research objects to explore the development characteristics of white lie cognition,theory of mind and empathy among primary and middle school students,and to investigate the influence of theory of mind on white lie cognition and the role of empathy in the relationship between theory of mind and white lie cognition.The first study,the convenience sampling method was adopted,a total of 240 students in grade 4,grade 6 and grade 8 were selected from a primary and middle school in Gansu and Hebei provinces as the objects of this study.Using the theory of mind test task measure their ability of theory of mind,using the Basic Empathy Scale-Chinese Version measuring their empathy,using white lies cognitive test task measure their white lies cognitive abilities.To investigate the development characteristics of white lie cognition,theory of mind and empathy ability of primary and middle school students.The results showed that :(1)There were significant grade differences in the scores of white lie cognition among primary and middle school students,the degree to which they are correlated increases as grades go up;(2)There are significant grade differences in theory of mind scores of primary and middle school students,the ability of theory of mind improves with grade;Girls scored significantly higher than boys;(3)There is a significant grade difference in the empathy score of primary and middle school students.The higher the grade,the higher the empathy score;Girls scored significantly higher than boys.According to the results of study 1,it can be seen that there are grade differences in these three abilities,and the scores of these three abilities increase with the growth of grade.Therefore,study 2 discusses the relationship among these three abilities on the basis of study1.The results showed that :(1)There were grade differences in the correlation between the theory of mind,empathy and white lie cognition of primary and middle school students,their positive correlation became more pronounced as the grade grew;(2)There is a positive predictive effect on the cognition of white lie in the theory of mind and empathy of primary and middle school students,but the positive predictive effect declines first and then increases with the increase of grade;(3)Empathy plays a mediating role between theory of mind and white lie cognition in primary and middle school students,and the mediating effect of empathy becomes more and more obvious with the growth of grade.Through the discussion of study 1 and 2,the results show that :(1)The Theory of mind,empathy ability and white lie cognition level of primary and middle school students improve with the increase of grade;(2)White lie cognition of primary and middle school students is related to theory of mind and empathy ability,and the correlation is closer with the increase of grade;(3)There is a positive prediction effect on students' cognition of theory of mind and empathy,and the positive prediction effect decreases first and then increases with the increase of grade;(4)Empathy plays a mediating role between theory of mind and white lie cognition,and the higher the grade,the more obvious the mediating effect of empathy is.