Lillard A S
Stanford University, CA.
Child Dev. 1993 Apr;64(2):348-71.
Pretend play has recently been of great interest to researchers studying children's understanding of the mind. One reason for this interest is that pretense seems to require many of the same skills as mental state understanding, and these skills seem to emerge precociously in pretense. Pretend play might be a zone of proximal development, an activity in which children operate at a cognitive level higher than they operate at in nonpretense situations. Alternatively, pretend play might be fool's gold, in that it might appear to be more sophisticated than it really is. This paper first discusses what pretend play is. It then investigates whether pretend play is an area of advanced understanding with reference to 3 skills that are implicated in both pretend play and a theory of mind: the ability to represent one object as two things at once, the ability to see one object as representing another, and the ability to represent mental representations.
最近，假装游戏引起了研究儿童对心理理解的研究人员的极大兴趣。这种兴趣的一个原因是，假装似乎需要许多与心理状态理解相同的技能，而这些技能似乎在假装中早熟地出现。假装游戏可能是一个最近发展区，在这个活动中，儿童的认知水平高于他们在非假装情境中的水平。或者，假装游戏可能是虚有其表，因为它可能看起来比实际更复杂。本文首先讨论了什么是假装游戏。然后，它参照在假装游戏和心理理论中都涉及的三种技能，研究假装游戏是否是一个高级理解领域：将一个物体同时表征为两个事物的能力、将一个物体视为代表另一个物体的能力以及表征心理表征的能力。
