Harris P L, Kavanaugh R D, Meredith M C
University of Oxford, Department of Experimental Psychology, U.K.
Child Dev. 1994 Feb;65(1):16-30.
In 3 experiments, children's comprehension of successive pretend actions was examined. In Experiment 1, children (25-38 months) watched 2 linked actions (e.g., a puppet poured pretend cereal or powder into a bowl, and then pretended to feed the contents of the bowl to a toy animal). Children realized that the pretend substance was incorporated into the second action. In Experiment 2, children (24-39 months) again watched 2 linked actions (e.g., a puppet poured pretend milk or powder into a container, and then pretended to tip the contents of the container over a toy animal). They realized that the animal would become "milky" or "powdery." In Experiment 3, children (25-36 months) drew similar conclusions regarding a substitute rather than an imaginary entity. The results are discussed with reference to children's causal understanding, their capacity for talking about objects and events in terms of their make-believe and real status, and the processes underlying pretense comprehension.
在3项实验中，研究了儿童对连续假装动作的理解。在实验1中，儿童（25 - 38个月）观看了两个连贯的动作（例如，一个木偶将假装的谷物或粉末倒入碗中，然后假装将碗中的东西喂给一只玩具动物）。儿童意识到假装的物质被纳入了第二个动作。在实验2中，儿童（24 - 39个月）再次观看了两个连贯的动作（例如，一个木偶将假装的牛奶或粉末倒入一个容器中，然后假装将容器中的东西倒在一只玩具动物身上）。他们意识到动物会变得“有奶味”或“有粉末状”。在实验3中，儿童（25 - 36个月）对一个替代物而非虚构实体得出了类似的结论。将结合儿童的因果理解、他们根据虚构和真实状态谈论物体和事件的能力以及假装理解背后的过程来讨论研究结果。
