Rosen C S, Schwebel D C, Singer J L
Department of Psychology, Yale University, New Haven, CT 06520, USA.
Child Dev. 1997 Dec;68(6):1133-42.
When young children appear to recognize that someone else is engaging in make-believe play, do they infer what the pretender is thinking? Are they aware that the pretender is thinking about a pretend scenario yet knows what the real situation is? Preschoolers ages 3-5 (N = 45) viewed scenes from the Barney & Friends television series depicting either make-believe or realistic actions. Children were questioned concerning the presence of pretense and the thoughts and beliefs of the TV characters. The children were also presented with false belief and appearance/reality theory of mind tasks. Children who identified when TV characters were engaging in pretend play did not necessarily infer the pretenders' thoughts and beliefs. Inferring pretenders' thoughts was related to performance on false belief and appearance/reality tasks, but simply recognizing pretense was not. These data support the view that children initially learn to recognize pretense from contextual cues and are able to infer pretenders' beliefs only with further development of metarepresentational ability.
当幼儿似乎认识到其他人在进行假装游戏时，他们会推断假装者在想什么吗？他们是否意识到假装者正在思考一个假装的情景，但同时也知道实际情况是什么？3至5岁的学龄前儿童（N = 45）观看了《巴尼和朋友们》电视系列剧中描绘假装或现实行为的场景。孩子们被问及是否存在假装以及电视角色的想法和信念。孩子们还接受了错误信念以及外表/现实心理理论任务。能够识别电视角色何时在进行假装游戏的孩子不一定能推断出假装者的想法和信念。推断假装者的想法与在错误信念和外表/现实任务中的表现有关，但仅仅识别假装则无关。这些数据支持了这样一种观点，即儿童最初从情境线索中学习识别假装，并且只有在元表征能力进一步发展后才能推断出假装者的信念。
