了解自身理解的局限：对解释深度错觉的认知发展
Knowing the limits of one's understanding: the development of an awareness of an illusion of explanatory depth.
作者信息
Mills Candice M, Keil Frank C
机构信息
Yale University, P.O. Box 208205, New Haven, CT 06520-8205, USA.
出版信息
J Exp Child Psychol. 2004 Jan;87(1):1-32. doi: 10.1016/j.jecp.2003.09.003.
Adults overestimate the detail and depth of their explanatory knowledge, but through providing explanations they recognize their initial illusion of understanding. By contrast, they are much more accurate in making self-assessments for other kinds of knowledge, such as for procedures, narratives, and facts. Two studies examined this illusion of explanatory depth with 48 children each in grades K, 2, and 4, and also explored adults' ratings of the children's explanations. Children judged their understanding of mechanical devices (Study 1) and procedures (Study 2). Second and fourth graders showed a clear illusion of explanatory depth for devices, recognizing the inaccuracy of their initial impressions after providing explanations. The illusion did not occur for knowledge of procedures.
成年人高估了他们解释性知识的细节和深度，但通过提供解释，他们认识到了自己最初的理解错觉。相比之下，他们在对其他类型的知识进行自我评估时要准确得多，比如对程序、叙述和事实的评估。两项研究分别对幼儿园、二年级和四年级的48名儿童进行了考察，探究了这种解释性深度错觉，同时还探讨了成年人对儿童解释的评价。儿童对自己对机械设备（研究1）和程序（研究2）的理解进行了判断。二年级和四年级的学生对设备表现出明显的解释性深度错觉，在提供解释后认识到了自己最初印象的不准确之处。而对于程序知识，这种错觉并未出现。
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