Lyon T D, Flavell J H
Department of Psychology, Stanford University, CA 94305-2099.
Child Dev. 1994 Oct;65(5):1357-71. doi: 10.1111/j.1467-8624.1994.tb00821.x.
3 studies examined young children's understanding that if one "remembers" or "forgot," one must have known at a prior time. In Study 1, 4-year-olds but not 3-year-olds understood the prior knowledge component of "forgot"; both groups understood that a character with prior knowledge was "gonna remember." Study 2 controlled for the possibility that good performance on "remember" might be due to a simple association of remembering with knowledge. A significant number of 4-year-olds but not 3-year-olds understood that when 2 characters currently knew, the one with prior knowledge remembered, and that when neither character currently knew, the one with prior knowledge forgot. Study 3 made prior knowledge more salient by making the remembered or forgotten item visible to the subjects throughout. 4-year-olds performed near ceiling on both verbs, whereas 3-year-olds' performance did not differ from chance. The results are discussed in relation to children's developing understanding of the mind.
三项研究考察了幼儿对于如果一个人“记得”或“忘记”，那这个人必定在之前就已经知晓的理解。在研究1中，4岁儿童而非3岁儿童理解“忘记”中的先前知识成分；两组儿童都理解有先前知识的角色“会记得”。研究2控制了在“记得”任务上表现良好可能是由于记忆与知识的简单关联这种可能性。相当数量的4岁儿童而非3岁儿童理解当两个角色当前都知晓时，有先前知识的那个记得，而当两个角色当前都不知晓时，有先前知识的那个忘记。研究3通过在整个过程中让被试看到被记住或被忘记的物品，使先前知识更加显著。4岁儿童在这两个动词任务上的表现接近满分，而3岁儿童的表现与随机水平无异。结合儿童对心理的逐渐发展的理解对结果进行了讨论。
