Rasmussen J L, Rajecki D W, Craft H D
Department of Psychology, Indiana University-Purdue University, Indianapolis 46202-3275.
J Comp Psychol. 1993 Sep;107(3):283-90. doi: 10.1037/0735-7036.107.3.283.
On rating scales, 294 students indicated whether it was reasonable to say that a dog, cat, bird, fish, and school-age child had the capacity for 12 commonplace human mental operations or experiences. Factor analysis of responses identified 2 levels of attributions, simple thinking and complex thinking. The child and all animals were credited with simple thinking, but respondents were much more likely to ascribe complex thinking to the child. (A pilot study with 8 animal-behavior professionals generally replicated these results.) Certain mental categories (e.g., emotion) were judged by students to be simple for all target types; others (e.g., conservation) were judged to be universally complex. Further factoring revealed articulate ascriptions for key mental categories. Play and imagine was seen as simple in the animals but complex for the child, but enumeration and sorting and dream were seen as simple in the child but complex for the animals.
在评分量表上，294名学生表示，说狗、猫、鸟、鱼和学龄儿童具备12种常见人类心理活动或体验的能力是否合理。对回答进行的因素分析确定了两种归因水平，即简单思维和复杂思维。儿童和所有动物都被认为具有简单思维，但受访者更倾向于将复杂思维归因于儿童。（一项针对8名动物行为专家的初步研究大致重复了这些结果。）学生们认为某些心理类别（如情感）对所有目标类型来说都是简单的；而其他类别（如守恒）则被认为普遍复杂。进一步的因素分析揭示了对关键心理类别的清晰归因。玩耍和想象在动物身上被视为简单的，但在儿童身上则是复杂的；而计数、分类和做梦在儿童身上被视为简单的，但在动物身上则是复杂的。
