心智理論(theory of mind)是個體推論他人心理狀態（包含想法、信念、意圖、與情緒）的能力。心智理論已被證實兼具發展性(developmental)及多元性(multidimensional)的架構，包含認知心智理論及情緒心智理論。此外，認知心智理論為情緒心智理論之先備條件。但是，目前沒有兼具發展性與多元性架構的學齡前孩童心智理論評估工具，無法全面性量測孩童的心智理論能力。因此，本研究欲建構全新的電腦化心智理論評估工具-學齡前版(Theory of Mind Assessment - Preschool, BP-ToMA)，以克服當前心智理論評估工具於工具架構、語言能力需求及心理計量特性的限制，並驗證BP-ToMA之適用性及心理計量特性。
BP-ToMA的發展包含兩階段：題目建構與題目修訂。題目乃透過詳盡的文獻回顧及遵循多元性心智理論架構而建構完成，修訂則是針對工具架構、文化適配性及對學齡前孩童的合適性進行專家諮詢。本研究招募205位3至6歲之一般發展孩童，量測孩童的心智理論能力、語言理解能力、適應功能及心智理論表現，並以羅序測量模式(Rasch model)中的多向度隨機係數多項洛基模式(multidimensional random coefficients multinomial logit mode, MRCMLM)檢驗BP-ToMA的信效度與適用性。
經過題目建構與題目修訂，BP-ToMA兼具發展性及多元性架構，且適用於臺灣的學齡前孩童。研究結果顯示BP-ToMA可分為二個向度(p<.05)，且皆顯示中度的內部一致性（個案分離係數[person separation reliability]=0.58及0.58）。除了題目–次級錯誤信念（情緒題）（遠合適度[outfit MnSq]=2.34），其他所有題目皆吻合模式（近合適度[infit MnSq]= 0.91-1.11；遠合適度=0.86-1.24）。題目難易度遵循發展順序，且符合認知心智理論為情緒心智理論之先備條件的假說。題目皆無出現顯著的性別差距(p>.05)。年齡、魏氏幼兒智力量表第四版之語言理解分數(Verbal Comprehension Index of the Wechsler Preschool and Primary Scale of Intelligence-IV)、中文版心智理論量表之基礎分測驗分數(basic subscale score of the Chinese version of the Theory of Mind Inventory-2)、文蘭適應行為量表(Vineland Adaptive Behavior Scale)之溝通及社會化領域標準分數顯著(p<.05)預測BP-ToMA分數。此外，以全彩且富有互動性之連環漫畫呈現的BP-ToMA備受孩童喜愛，內容可被學齡前孩童完全理解，且作答時沒有障礙。
BP-ToMA為新穎、有趣並兼具實用性之心智理論評估工具。透過信效度良好之BP-ToMA，研究者及臨床人員能以發展性與多元性架構的觀點，全面性地量測學齡前孩童的心智理論能力，進一步實行合適之介入策略。

Theory of mind (ToM) is the ability to impute mental states to others. The construct of ToM has been confirmed to be both developmental and multidimensional, involving cognitive ToM and affective ToM. In addition, cognitive ToM is a pre-requisite for affective ToM. However, no extant ToM measures for preschoolers assess ToM capacity from both developmental and multidimensional perspectives. Hence, this thesis comprises two purposes: (1) to develop the Brief Preschool Theory of Mind Assessment (BP-ToMA) to conquer the limitations in measurement structure, verbal ability requirement, and psychometric construction of the current ToM measures; and (2) to evaluate the applicability and psychometric properties of the BP-ToMA.
The BP-ToMA was developed in two stages: item construction and item revision. The items were constructed based on a thorough literature review and the multidimensional ToM constructs. The subsequent item revision was based on expert consultations on the measurement structure, cultural fitness, and appropriateness for preschoolers. A total of 205 typically developing children aged 3 to 6 were recruited for evaluation of 1) the reliability and validity of the BP-ToMA, with a 2-factor model of the between-item multidimensional random coefficients multinomial logit model (MRCMLM), and 2) the applicability of the BP-ToMA. In addition to the BP-ToMA, the children’s verbal comprehension ability, adaptive function, and ToM performance were assessed.
After item construction and revision, the BP-ToMA was developed with a developmental and multidimensional ToM construct and with appropriateness for Taiwanese preschoolers. The results of the MRCMLM showed that the BP-ToMA had two dimensions (p<.05), and both had moderate internal consistency (person separation reliability=0.58 and 0.58). All items (infit MnSq=0.91-1.11; outfit MnSq=0.86-1.24) but the item Affective ToM-Second-order false belief (outfit MnSq=2.34) fit the model. The item difficulties of the BP-ToMA follow the developmental sequence and the hypothesis that cognitive ToM is a pre-requisite for affective ToM. None of the items in the BP-ToMA were deemed to exhibit DIF (p>.05). In addition, the age, VCI scores, basic subscale scores of the ToMI-2-C, and standard scores of the communication and socialization subscales of the VABS positively and significantly (p<.05) predicted BP-ToMA scores. Moreover, the BP-ToMA, presented in full-color interactive comic strips, has great likeability, presents no burden of answering, and can be fully understood by preschoolers.
The BP-ToMA was developed as a novel, engaging, and practical ToM measure. In addition, the BP-ToMA is reliable and valid for typically developing preschoolers. Using the empirical BP-ToMA, researchers and clinicians can capture the ToM of preschoolers across the entire developmental spectrum from a multidimensional perspective, and further develop ToM profiles to implement corresponding appropriate interventions.

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