University of British Columbia, 2136 West Mall, Vancouver, BC V6T 1Z4, Canada.
Child Dev. 2011 Nov-Dec;82(6):1788-96. doi: 10.1111/j.1467-8624.2011.01662.x. Epub 2011 Oct 17.
Previous research has demonstrated that preschoolers can use situation-specific (e.g., visual access) and person-specific (e.g., prior accuracy) cues to infer what others know. The present studies investigated whether 4- and 5-year-olds appreciate the differential informativeness of these types of cues. In Experiment 1 (N = 50), children used others' prior labeling accuracy as a cue when learning labels for, but not the visual identity of, hidden objects. In Experiment 2 (N = 64), with both cues present, children attended more to visual access than prior accuracy when learning the visual identity of, but not labels for, hidden objects. These findings demonstrate that children appreciate the difference between situation- and person-specific cues and flexibly evaluate these cues depending on what information they are seeking.
先前的研究表明，学龄前儿童可以使用特定情境（例如，视觉接触）和特定人物（例如，先前的准确性）线索来推断他人的所知。本研究探讨了 4 至 5 岁儿童是否理解这些类型线索的不同信息量。在实验 1（N = 50）中，当学习隐藏物体的标签时，儿童将他人先前的标记准确性用作线索，但不会将视觉身份用作线索。在实验 2（N = 64）中，当两种线索都存在时，儿童在学习隐藏物体的视觉身份时，更多地关注视觉接触而不是先前的准确性，但在学习隐藏物体的标签时则不是这样。这些发现表明，儿童理解特定情境和特定人物线索之间的差异，并根据他们所寻求的信息灵活地评估这些线索。
