Lund University.
Child Dev. 2019 Jan;90(1):35-50. doi: 10.1111/cdev.13075. Epub 2018 Apr 20.
Effects of joint attention were addressed on 3- to 4-year-olds' performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.
共同注意对 3 至 4 岁儿童在口头错误信念测试（FBT）中的表现的影响，该测试以实验者为共同观察者而不是叙述者。在两项实验中，儿童（N=183）与测试领导者一起观看了一段录像 FBT，与测试领导者分开观看或单独观看。与测试领导者一起观看的儿童比正常数据更有可能通过 FBT，并自发回忆表明错误信念理解的信息，这表明共同注意增强了 FBT 的合理性，并使情节关键信息更加突出。在第三个实验中（N=59），使用典型的基于图像的 FBT 复制了结果。总体研究结果强调了实验者作为口头 FBT 中社会背景的深远影响，并将特定故事特征的回忆与错误信念理解联系起来。
