Pillow Bradford H, Mash Clay, Aloian Samuel, Hill Valerie
Department of Psychology, Northern Illinois University, De Kalb 60115-2892, USA.
J Genet Psychol. 2002 Jun;163(2):133-48. doi: 10.1080/00221320209598673.
The authors investigated children's understanding of how mistaken beliefs can arise through misinterpretation of ambiguous information. Children (N = 91), aged 4 to 5 years, were given pre- and posttests on their ability to infer a puppet's interpretation of a restricted-view drawing after the puppet had been led to an erroneous expectation about the drawing's identity. Before the posttest, the children received either self-explanation training or other-explanation training in which they explained the source of their own or a puppet's misinterpretations of drawings; a control group received no training. The children who received training improved from pre- to posttest, and those who had practiced explaining misinterpretations by referring to previously viewed pictures or to features of a target picture showed the greatest improvement. These results indicate that learning to explain misinterpretations can help children recognize situations in which misinterpretations are likely to occur.
作者们研究了儿童对于错误信念如何通过对模糊信息的误解而产生的理解。91名4至5岁的儿童在一个木偶对一幅受限视角画作的身份产生错误期望后，接受了关于推断该木偶对这幅画作的理解能力的前测和后测。在后测之前，孩子们接受了自我解释训练或他人解释训练，在训练中他们要解释自己或一个木偶对画作的误解的来源；一个对照组没有接受训练。接受训练的孩子们从前测到后测有了进步，那些通过参考之前看过的图片或目标图片的特征来练习解释误解的孩子进步最大。这些结果表明，学习解释误解可以帮助儿童识别可能出现误解的情况。
