Department of Developmental Psychology, University of Hamburg, 20146 Hamburg, Germany.
Department of Developmental Psychology, University of Hamburg, 20146 Hamburg, Germany.
J Exp Child Psychol. 2021 Jul;207:105115. doi: 10.1016/j.jecp.2021.105115. Epub 2021 Mar 9.
The current study investigated across five eye-tracking experiments children's developing skill of adopting others' referential perspective (Level 1 perspective taking) and to what extent it involves automatic processes or requires ostensive communicative cues. Three age groups (8-, 14-, and 36-month-olds) were tested on their expectation of an object appearing behind one of two peripheral occluders. A centrally presented person in profile either provided an ostensive communicative pointing cue or sat still, oriented to one of the two occluders. The 14-month-olds anticipated the hidden object when the onlooker had communicatively pointed to the location, as revealed by faster target detection in congruent trials (latency effect) and longer dwell times to the empty side in incongruent trials (violation-of-expectation effect). This was not the case when a still person was only oriented to one side. Adding emotional expressions to the still person (Experiment 2) did not help to produce the effects. However, at 36 months of age (Experiment 3), children showed both effects for the still person. The 8-month-olds did not show the violation-of-expectation effect for communicative pointing (Experiment 4) or for a matched abbreviated reach (Experiment 5b), showing it only for a complete reach behind the occluder (Experiment 5a), although they were faster to detect the congruent object in Experiment 4 and 5a. Findings reveal that automatic perspective taking develops after communicative perspective taking and that communicative perspective taking is a developmental outcome of the first year of life. The developmental pattern suggests a continuous social construction process of perspective-taking skills.
当前的研究通过五个眼动实验，调查了儿童发展采用他人参照视角（一级视角-taking）的技能，以及它在多大程度上涉及自动过程或需要明示交际线索。三个年龄组（8 个月、14 个月和 36 个月）接受了一项测试，要求他们预测一个物体将出现在两个外围遮挡物之一的后面。一个中央呈现的侧面人物要么提供了明示交际指向线索，要么坐着不动，注视着两个遮挡物之一。14 个月大的婴儿在旁观者进行了交际指向位置的提示时，会期待隐藏的物体，这表现为在一致的试验中目标检测更快（潜伏期效应），而在不一致的试验中对空侧的停留时间更长（违反预期效应）。当一个静止的人只朝向一侧时，情况并非如此。在静止的人身上添加情绪表达（实验 2）并没有帮助产生这些效果。然而，在 36 个月大时（实验 3），儿童对静止的人表现出了这两种效果。8 个月大的婴儿在交际指向（实验 4）或匹配的缩写伸手（实验 5b）中都没有表现出违反预期的效应，仅在遮挡物后面完成伸手时（实验 5a）表现出了这种效应，尽管他们在实验 4 和 5a 中对一致的物体检测更快。研究结果表明，自动视角-taking 是在交际视角-taking 之后发展起来的，而交际视角-taking 是生命第一年的发展结果。发展模式表明，视角-taking 技能的社会建构过程是连续的。
