Flavell J H, Mumme D L, Green F L, Flavell E R
Department of Psychology, Stanford University, CA 94305-2130.
Child Dev. 1992 Aug;63(4):960-77.
The purpose of this investigation was to see whether children's understandings of different types of beliefs develop concurrently. Children of 3, 4, and 5 years of age were told or shown that child story characters held beliefs different from their own or from one another, not only concerning matters of physical fact ("false beliefs"), but also concerning morality, social convention, value, and ownership of property. In contrast to the older subjects, most 3-year-olds had difficulty in attributing to others deviant beliefs of all types, except perhaps ownership, sometimes even after having been told repeatedly what the other child believed. In addition, intercorrelations among different belief tasks were positive and substantial. It was suggested that an emerging representational conception of the mind is what enables older preschoolers to understand the possibility of belief differences of all these types.
本次调查的目的是探究儿童对不同类型信念的理解是否同步发展。研究人员告知或向3岁、4岁和5岁的儿童展示，儿童故事中的角色持有与他们自己或彼此不同的信念，这些信念不仅涉及物理事实（“错误信念”），还涉及道德、社会习俗、价值观和财产所有权。与年龄较大的受试者相比，大多数3岁儿童难以将所有类型的异常信念归因于他人，也许财产所有权除外，有时即使在反复被告知另一个孩子的信念后也是如此。此外，不同信念任务之间的相互关联是积极且显著的。研究表明，一种新兴的心理表征概念使年龄较大的学龄前儿童能够理解所有这些类型信念差异的可能性。
