Maas Fay K
University of Minnesota, Department of Psychology, 328 Bohannon Hall, 1207 Ordean Court, Duluth, MN 55812, USA.
J Gen Psychol. 2008 Jul;135(3):301-21. doi: 10.3200/GENP.135.3.301-322.
Understanding promising and lying requires an understanding of intention and the ability to interpret mental states. The author examined (a) the extent to which 4- to 6-year-olds focus on the sincerity of the speaker's intention when the 4-to 6-year-olds make judgments about promises and lies and (b) whether false-belief reasoning skills are related to understanding promising and lying. Participants watched videotaped stories and made promise and lie judgments from their own perspective and from the listener-character's perspective. Children also completed false-belief reasoning tasks. Older children made more correct promise judgments from both perspectives. All children made correct lie judgments from the listener's perspective. The author found that Ist-order false-belief reasoning was related to making judgments from the participant's perspective; 2nd-order false-belief reasoning was related to making judgments from the listener-character's perspective. Results suggest that children's understanding of promising and lying moves from a focus on outcome toward a focus on the belief that each utterance is designed to create.
理解承诺和谎言需要理解意图以及解读心理状态的能力。作者研究了：（a）4至6岁儿童在对承诺和谎言进行判断时，关注说话者意图真诚度的程度；（b）错误信念推理技能是否与理解承诺和谎言相关。参与者观看录像故事，并从自己的角度以及听众角色的角度做出承诺和谎言判断。孩子们还完成了错误信念推理任务。年龄较大的儿童从两个角度做出的承诺判断更正确。所有儿童从听众的角度做出了正确的谎言判断。作者发现，一阶错误信念推理与从参与者角度做出判断有关；二阶错误信念推理与从听众角色的角度做出判断有关。结果表明，儿童对承诺和谎言的理解从关注结果转向关注每种话语旨在创造的信念。
