Lillard A S
Department of Psychology, University of Virginia, Charlottesville 22903-2477, USA.
Child Dev. 1998 Aug;69(4):981-93; discussion 994-5.
How children understand the mental state of pretense has recently become an active area of inquiry, with some research suggesting that young children do not understand that pretending is based on mentally representing some alternate state of affairs. Because intention is thought to be understood earlier than mental representation generally, these experiments tested whether children understand pretense intentions at an earlier age than they understand pretense mental representations. Children were told about a character's intentions and conflicting actions, and were asked about the character's pretense. Across 5 experiments, children did not demonstrate appreciation that intention is crucial to pretense. Various methodological factors that might have compromised the results were examined, but to no effect.
儿童如何理解假装的心理状态最近已成为一个活跃的研究领域，一些研究表明幼儿不理解假装是基于对某种替代事态的心理表征。由于人们认为意图通常比心理表征更早被理解，这些实验测试了儿童是否比理解假装的心理表征更早理解假装意图。研究人员向儿童讲述了一个角色的意图和相互矛盾的行为，并询问他们关于该角色的假装情况。在5个实验中，儿童并未表现出认识到意图对假装至关重要。研究人员检查了各种可能影响结果的方法因素，但均无效果。
