Flavell J H, Green F L, Flavell E R, Lin N T
Department of Psychology, Stanford University, California 94305-2130, USA.
Child Dev. 1999 Mar-Apr;70(2):396-412. doi: 10.1111/1467-8624.00029.
Children of ages 5, 6, 7, 8, and 10 years, and adults were asked whether people who are sound asleep and not dreaming could or would: (1) see, hear, listen, notice, think, wish, pretend, and feel things (primary-consciousness activities), (2), know that they are asleep, and know whether they are or are not engaged in primary-consciousness activities such as perceiving and thinking (reflective-consciousness activities), (3) deliberately decide to or try to perform mental or physical actions (control activities). Results indicated that the recognition that people do not engage in conscious mental activities when unconscious is still developing during the late middle-childhood years. We speculate that a developing understanding of consciousness may assist the development of an understanding of unconsciousness and vice versa, and that sensitivity to the phenomenology as contrasted with the content of mental states may be a late acquisition in the theory-of-mind area.
研究询问了5岁、6岁、7岁、8岁、10岁的儿童以及成年人，处于深度睡眠且未做梦的人是否能够或会：（1）看见、听到、聆听、注意、思考、希望、假装和感知事物（初级意识活动）；（2）知道自己正在睡觉，并且知道自己是否正在进行诸如感知和思考等初级意识活动（反思性意识活动）；（3）故意决定或试图进行心理或身体行动（控制活动）。结果表明，人们在童年中期后期仍在发展对无意识状态下不进行有意识心理活动的认知。我们推测，对意识的逐渐理解可能有助于对无意识的理解的发展，反之亦然，并且与心理状态的内容相比，对现象学的敏感性可能是心理理论领域较晚获得的能力。
