University of Groningen.
Child Dev. 2020 Jan;91(1):249-270. doi: 10.1111/cdev.13186. Epub 2018 Nov 26.
One-hundred-six 5-year-olds' (M = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. The training effect was stable at a follow-up session 4 months after the pretest. Overall, our results suggest that 5-year-olds' failures in second-order false belief tasks are due to lack of experience and that they can be helped over the threshold by exposure to many stories involving second-order false belief reasoning, including why questions.
106 名 5 岁儿童（M=5；6；SD=0.40）在以下条件之一中接受二阶错误信念任务的训练：（a）带解释的反馈；（b）无解释的反馈；（c）无反馈；（d）主动控制。即使控制了儿童的年龄、言语能力或工作记忆得分，实验组的儿童在前测到后测的分数都有显著提高。在预测试后的 4 个月的随访中，训练效果是稳定的。总的来说，我们的结果表明，5 岁儿童在二阶错误信念任务中的失败是由于缺乏经验，而通过接触许多涉及二阶错误信念推理的故事，包括为什么问题，可以帮助他们越过门槛。
