Sobel David M
Department of Cognitive and Linguistic Sciences, Brown University, USA.
Dev Sci. 2006 Jan;9(1):63-75. doi: 10.1111/j.1467-7687.2005.00464.x.
Sobel and Lillard (2001) demonstrated that 4-year-olds' understanding of the role that the mind plays in pretending improved when children were asked questions in a fantasy context. The present study investigated whether this fantasy effect was motivated by children recognizing that fantasy contains violations of real-world causal structure. In Experiment 1, 4-year-olds were shown a fantasy character engaged in ordinary actions or actions that violated causal knowledge. Children were more likely to say that a troll doll who was acting like but ignorant of the character was not pretending to be that character when read the violation story. Experiment 2 suggested that this difference was not caused by a greater interest in the violation story. Experiment 3 demonstrated a similar difference for characters engaged in social and functional violations that were possible in the real world. These data are consistent with the hypothesis that preschoolers use actions and appearance more than mental states to make judgments about pretense, but that those judgments can be influenced by the context in which the questions are presented.
索贝尔和利拉德（2001年）证明，当在幻想情境中向4岁儿童提问时，他们对思维在假装中所起作用的理解会有所提高。本研究调查了这种幻想效应是否是由于儿童认识到幻想包含对现实世界因果结构的违背而产生的。在实验1中，向4岁儿童展示了一个幻想角色，该角色从事普通行为或违反因果知识的行为。当给孩子们读违反因果的故事时，他们更有可能说一个模仿但不了解该角色的巨魔玩偶不是在假装成那个角色。实验2表明，这种差异不是由对违反因果故事的更大兴趣引起的。实验3表明，对于在现实世界中可能出现的社会和功能违反行为的角色，也存在类似的差异。这些数据与以下假设一致：学龄前儿童在判断假装行为时更多地使用行为和外表而非心理状态，但这些判断会受到提问情境的影响。
