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國小孩童對諷刺概念之理解：反諷及嘲諷
Perception of Sarcasm and Irony in Primary School Students
摘要
諷刺理解是國小學齡孩童心智理論（theory of mind）的重要發展概念之一。理解常見的諷刺情境（包含嘲諷、對人之反諷與對情境之反諷）可以幫助孩童理解社交情境背後的意圖差異，並做出適當的回應。然而，目前未有研究探討國小孩童理解各類型諷刺的發展差異。因此，本研究目的為比較國小孩童理解三種常見諷刺概念的發展，以及是否因年齡或性別有不同的發展順序。共40名國小孩童參與本研究，男女各20名，平均年齡為9歲0個月（標準差：18.47月），以學齡版孩童心智理論評估工具－簡版評量孩童對於三種諷刺的理解。結果顯示低、中、高年級孩童在諷刺理解的答對率分別為34.9%、62.9%、73.2%，較高年級孩童的答對率高於較低年級孩童；女生平均答對率（63.9%）高於男生（46.7%）；三種諷刺中，嘲諷為孩童最晚理解的類型。變異數分析結果顯示不論性別或年級，在整體諷刺理解表現呈邊緣顯著差異（p = .080; p = .065）。透過諷刺理解的答對率以及評估中的觀察，可知孩童依照年級組別順序發展對於諷刺內容的覺察、瞭解諷刺者情緒與目的。本研究結果可讓進階心智理論的發展歷程更為完善，同時協助臨床工作者瞭解兒童理解諷刺的能力，以利幫助心智理論缺損孩童（如自閉症類群障礙症孩童）應用與展現進階心智理論於社交互動中。
並列摘要
In elementary school-aged children, sarcasm and irony are important concepts of theory of mind (ToM). Understanding sarcasm and irony helps children differentiate the literal meanings of ironic and sarcastic statements from their actual meanings, notice their actual intentions, and then respond appropriately. However, only a few studies have investigated differences in children's understanding of irony and sarcasm. Therefore, this study aimed to compare the development of school-aged children in understanding irony at person (IRP), irony at condition (IR-C), and sarcasm (SA). A total of 40 children, 20 for each gender group, were included in this study. The average age was 9.0 years (SD = 18.47 months). This study evaluated understanding of irony and sarcasm with the Brief School-aged Theory of Mind Assessment (BSc-ToMA). The results showed that the average passing rates of the lower, intermediate and higher grades were respectively 34.9%, 62.9% and 73.2%. Higher age group had higher passing rates. The girls had a higher passing rate (63.9%) than the boys did (46.7%). Children develop understanding of SA later than that of IR-P and IRC. The results of analysis of variance revealed borderline significant differences in overall performance (p = .080; p = .065), regardless of gender or grade. Children first develop their awareness of content, and then the emotion and intention of irony and sarcasm. The findings of this study contribute to a more comprehensive understanding of child development in advanced ToM and inform clinicians about children's understanding of irony and sarcasm and its contribution to their social performance.