Woolley Jacqueline D, McInnis Melissa A
University of Texas.
University of Alabama.
Cogn Dev. 2015 Apr-Jun;34:63-75. doi: 10.1016/j.cogdev.2014.12.009.
One of the most striking examples of appearance-reality discrepancy is invisibility - when something has no appearance yet still exists. The issue of invisibility sits at the juncture of two foundational ontological distinctions, that between appearance and reality and that between reality and non-reality. We probed the invisibility concepts of 47 3-7-year-olds using two sets of tasks: (1) an entity task, in which children were queried about the visibility and reality status of a variety of both visible and invisible entities, and (2) two standard appearance-reality tasks. Results showed that children's concepts of visibility and reality status are intertwined, and that an understanding that some entities are impossible to see develops between the ages of 3 and 7.
表象与现实不符的最显著例子之一是不可见性——即某物没有表象却仍然存在。不可见性问题处于两个基本本体论区分的交汇点，即表象与现实之间的区分以及现实与非现实之间的区分。我们使用两组任务探究了47名3至7岁儿童的不可见性概念：（1）实体任务，即询问儿童各种可见和不可见实体的可见性和现实状态；（2）两项标准的表象-现实任务。结果表明，儿童的可见性和现实状态概念相互交织，并且对某些实体无法看见的理解在3至7岁之间形成。
