Aydin Cağla, Ceci Stephen J
Cornell University, Department of Human Development, Ithaca, New York, USA.
New Dir Child Adolesc Dev. 2009 Fall;2009(125):79-93. doi: 10.1002/cd.251.
Recent research suggests that acquisition of mental-state language may influence conceptual development. We examine this possibility by investigating the conceptual links between evidentiality in language and suggestibility. Young children are disproportionately suggestible and tend to change their reports or memories when questioned. The authors discuss the extent to which components of mental-state understanding, specifically representational understanding and understanding origins of knowledge, are implicated in improvements in resistance to suggestions and comprehending evidentiality. The authors also review social-psychological evidence that has implications for evidential understanding. Integration of the literature on both topics is followed by suggestions for new research directions.
近期研究表明，心理状态语言的习得可能会影响概念发展。我们通过研究语言中的证据性与易受暗示性之间的概念联系来检验这种可能性。幼儿极易受到暗示，在被提问时往往会改变他们的陈述或记忆。作者们讨论了心理状态理解的各个组成部分，特别是表征理解和知识来源理解，在提高抗暗示性和理解证据性方面所涉及的程度。作者们还回顾了对证据理解有影响的社会心理学证据。在整合了关于这两个主题的文献之后，提出了新的研究方向建议。
