Goldstein Thalia R, Bloom Paul
Yale University, Department of Psychology, PO Box 208205, New Haven, CT 06902, United States of America; Pace University, Department of Psychology, 41 Park Row, 13th Floor, New York, NY 10038, United States of America.
Yale University, Department of Psychology, PO Box 208205, New Haven, CT 06902, United States of America.
PLoS One. 2015 Mar 11;10(3):e0119604. doi: 10.1371/journal.pone.0119604. eCollection 2015.
Although it is an essential aspect of one of the most common forms of entertainment, psychologists know almost nothing about how children understand the act of portraying a character in a realistic manner-realistic acting. Do children possess the sort of meta-theory of acting that adults possess? In two studies we find that, unlike adults, children between the ages of 3-5 do not think that a realistic actor is better at portraying a characteristic than a nonrealistic actor, nor do they prefer one to the other. As they develop, they come to understand that realistic acting is different from nonrealistic acting, but unlike adults, children think that a nonrealistic, pretense-like portrayal is more difficult to achieve than a realistic representation of an emotional or physical state. These findings show that children's metarepresentational understanding of acting is relatively immature at age 5, and that their understanding of this specific domain of pretense lags behind their understanding of pretense in general.
尽管它是最常见的娱乐形式之一的一个重要方面，但心理学家几乎不了解儿童是如何以逼真的方式理解扮演一个角色的行为——即逼真表演。儿童是否拥有成年人所拥有的那种关于表演的元理论？在两项研究中，我们发现，与成年人不同，3至5岁的儿童并不认为一个逼真的演员比一个非逼真的演员更擅长刻画一个角色，他们也没有对其中一方有所偏好。随着他们的成长，他们开始明白逼真表演与非逼真表演是不同的，但与成年人不同的是，儿童认为一种非逼真的、类似假装的刻画比逼真地表现一种情感或身体状态更难实现。这些发现表明，儿童在5岁时对表演的元表征理解相对不成熟，而且他们对这种特定假装领域的理解落后于他们对一般假装的理解。
