Virányi Zs, Topál J, Miklósi A, Csányi V
Department of Ethology, ELTE University Budapest, Pázmány P. sétány 1/C H-1117, Hungary.
Anim Cogn. 2006 Jan;9(1):13-26. doi: 10.1007/s10071-005-0257-z. Epub 2005 Nov 16.
The sensitivity of eleven pet dogs and eleven 2.5-year-old children to others' past perceptual access was tested for object-specificity in a playful, nonverbal task in which a human Helper's knowledge state regarding the whereabouts of a hidden toy and a stick (a tool necessary for getting the out-of-reach toy) was systematically manipulated. In the four experimental conditions the Helper either participated or was absent during hiding of the toy and the stick and therefore she knew the place(s) of (1) both the toy and the stick, (2) only the toy, (3) only the stick or (4) neither of them. The subjects observed the hiding processes, but they could not reach the objects, so they had to involve the Helper to retrieve the toy. The dogs were more inclined to signal the place of the toy in each condition and indicated the location of the stick only sporadically. However the children signalled both the location of the toy and that of the stick in those situations when the Helper had similar knowledge regarding the whereabouts of them (i.e. knew or ignored both of them), and in those conditions in which the Helper was ignorant of the whereabouts of only one object the children indicated the place of this object more often than that of the known one. At the same time however, both dogs and children signalled the place of the toy more frequently if the Helper had been absent during toy-hiding compared to those conditions when she had participated in the hiding. Although this behaviour appears to correspond with the Helper's knowledge state, even the subtle distinction made by the children can be interpreted without a casual understanding of knowledge-formation in others.
在一项有趣的非语言任务中，对11只宠物狗和11名2.5岁儿童针对他人过去的感知通达情况进行了物体特异性测试。在该任务中，一名人类助手关于隐藏玩具和一根棍子（获取够不着的玩具所需的工具）下落位置的知识状态被系统地操纵。在四个实验条件下，助手在隐藏玩具和棍子时要么参与其中，要么不在场，因此她知道（1）玩具和棍子的位置，（2）仅玩具的位置，（3）仅棍子的位置，或者（4）两者的位置都不知道。受试者观察了隐藏过程，但他们够不到物体，所以他们必须让助手帮忙找回玩具。在每种情况下，狗更倾向于示意玩具的位置，只是偶尔才会示意棍子的位置。然而，当助手对玩具和棍子的下落位置有相似的了解（即都知道或都不知道）时，孩子们会示意玩具和棍子的位置；在助手只不知道其中一个物体下落位置的情况下，孩子们更频繁地示意这个物体的位置，而不是已知物体的位置。然而，与此同时，如果助手在隐藏玩具时不在场，与她参与隐藏的情况相比，狗和孩子都更频繁地示意玩具的位置。尽管这种行为似乎与助手的知识状态相符，但即使是孩子们做出的细微区分，也可以在不随意理解他人知识形成的情况下得到解释。
