Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Br J Dev Psychol. 2022 Sep;40(3):398-409. doi: 10.1111/bjdp.12417. Epub 2022 May 9.
The present study examined whether three-year-old children (age = 42-48 months, n = 57; 31 boys) understand that object identities stipulated during pretend play could only be known by people witnessing the stipulation. Children participated in pretend scenarios that included some objects and two experimenters. Two pretend episodes corresponded to an object: one connected to its conventional function, the other to a pretend identity made-up on the spot. These episodes happened either in the presence or absence of the other person. In the test phase, this experimenter expressed an intention to do something with an object and asked for a 'missing' prop. The prediction was that in case she was present previously, children would be more likely to select the prop corresponding to a pretence stipulation, compared to when she was absent. The results confirmed this pattern: in the absent condition, 68.42% of the participants chose the prop connected to the conventional use of the object, while 31.58% chose the prop corresponding to its identity stipulated in pretend play. It seems that preschool aged children refrain from generalizing their knowledge about the pretend identity of an object, in case their interactive partner could not know of this identity.
本研究考察了 3 岁儿童（年龄=42-48 个月，n=57；31 名男孩）是否理解在假装游戏中规定的物体身份只能被目睹规定的人所知道。孩子们参与了包括一些物体和两个实验者的假装场景。两个假装的情节对应一个物体：一个与它的常规功能有关，另一个是当场编造的假装身份。这些情节要么在另一个人在场的情况下发生，要么不在场的情况下发生。在测试阶段，这位实验者表达了用一个物体做某事的意图，并要求一个“缺失”的道具。预测是，如果她之前在场，与她不在场相比，孩子们更有可能选择与假装规定相对应的道具。结果证实了这一模式：在不在场的情况下，68.42%的参与者选择了与物体常规用途相对应的道具，而 31.58%的参与者选择了与在假装游戏中规定的身份相对应的道具。看来，学龄前儿童会避免将他们对物体假装身份的知识推广到他们的互动伙伴可能不知道这个身份的情况。
