Laboratoire de Psycho-Biologie du Developpement, CNRS, Paris.
J Cogn Neurosci. 1997 Nov;9(6):848-56. doi: 10.1162/jocn.1997.9.6.848.
Motion is a fundamental source of information for basic human interpretations; it is basic to the fundamental concept of causality and, the present model argues, equally basic to the fundamental concept of intentionality. The model is based on two main assumptions: When an infant perceives an object (1) moving spontaneously and (2) displaying goaldirected action, it will interpret the object as intentional and assign to it the unique properties of the psychological domain. The key property tested was: Do infants attribute value to interactions between intentional objects using criteria specified by the model? We showed infants (average age 52 weeks) computer-generated animations of spontaneously moving "balls," using looking time in a standard habituation/dishabituation paradigm. In two positive interactions, one ball either "caressed" another, or "helped" it achieve its goal; whereas in two negative interactions, one ball either "hit" another, or "prevented" it from achieving its goal. In keeping with predictions of the model, when transferred to a negative condition, infants who had been habituated on a positive condition showed greater dishabituation than those habituated on a negative condition. The results could not be easily explained by the similarity relations among the animations depicting the interactions. The results suggest that well before the age when the child can ascribe mental states or has a "theory of mind," it recognizes the goals of self-propelled objects and attributes value to the interactions between them.
运动是人类基本解释的基本信息来源;它是因果关系基本概念的基础,也是当前模型所主张的意向性基本概念的基础。该模型基于两个主要假设:当婴儿感知到一个物体(1)自发运动,(2)表现出目标导向的行为时,它将把该物体解释为有意的,并赋予它心理领域的独特属性。测试的关键属性是:婴儿是否根据模型规定的标准将价值归因于有意物体之间的相互作用?我们使用标准习惯化/去习惯化范式中的注视时间,向平均年龄为 52 周的婴儿展示了计算机生成的自发运动“球”的动画。在两个积极的互动中,一个球要么“抚摸”另一个球,要么“帮助”它实现目标;而在两个消极的互动中,一个球要么“撞击”另一个球,要么“阻止”它实现目标。与模型的预测一致,当转移到消极条件时,在积极条件下习惯化的婴儿比在消极条件下习惯化的婴儿表现出更大的去习惯化。这些结果不能用描述相互作用的动画之间的相似关系来简单解释。结果表明,早在孩子能够归因于心理状态或拥有“心理理论”的年龄之前,它就已经认识到自主物体的目标,并赋予它们之间的相互作用以价值。