以63名3~4岁幼儿为被试，探讨了同伴交往对幼儿心理理论发展的影响。通过对经典心理理论任务中被试人数的改变创设了几种同伴交往情境，用改编的心理理论任务进行同伴训练，结果表明：几类同伴交往都不同程度地促进了幼儿心理理论的发展。对幼儿间的谈话内容进一步分析发现，同伴可能通过提供反例、相互讨论中的反馈、观察学习和模仿、同伴之间的合作以及同伴在场的情感支持等方式促进了幼儿心理理论的发展。

　The aim of this study was to explore the influence of peer interaction on young children’s theory of mind development. Sixty-three 3-5-year-olds young children were involved in this study. On the base of the classical TOM tasks, we set up several different types of peer interaction experimental conditions to find the types which can facilitate TOM development by changing the subject’s number. The results showed that several different types of peer interaction all can promote children’s TOM development. Children’s adequate playmates can help them to develop TOM ability by providing data, the feedback in discussion, observation learning and imitation, cooperation, affective support and adequate communion.