Gopnik A, Astington J W
Scarborough College, University of Toronto.
Child Dev. 1988 Feb;59(1):26-37. doi: 10.1111/j.1467-8624.1988.tb03192.x.
This research concerns the development of children's understanding of representational change and its relation to other cognitive developments. Children were shown deceptive objects, and the true nature of the objects was then revealed. Children were then asked what they thought the object was when they first saw it, testing their understanding of representational change; what another child would think the object was, testing their understanding of false belief; and what the object looked like and really was, testing their understanding of the appearance-reality distinction. Most 3-year-olds answered the representational change question incorrectly. Most 5-year-olds did not make this error. Children's performance on the representational change question was poorer than their performance on the false-belief question. There were correlations between performance on all 3 tasks. Apparently children begin to be able to consider alternative representations of the same object at about age 4.
这项研究关注儿童对表征变化的理解发展及其与其他认知发展的关系。向儿童展示具有欺骗性的物体，然后揭示物体的真实性质。接着询问儿童当他们第一次看到该物体时认为它是什么，以此测试他们对表征变化的理解；另一个孩子会认为该物体是什么，以此测试他们对错误信念的理解；以及该物体看起来像什么和实际上是什么，以此测试他们对表象与现实差异的理解。大多数3岁儿童对表征变化问题回答错误。大多数5岁儿童没有犯这个错误。儿童在表征变化问题上的表现比在错误信念问题上的表现更差。这三项任务的表现之间存在相关性。显然，儿童大约在4岁时开始能够考虑同一物体的不同表征。
