Children's difficulties handling dual identity

被引:20
作者
Apperly, IA [1 ]
Robinson, EJ [1 ]
机构
[1] Univ Birmingham, Birmingham, W Midlands, England
基金
英国生物技术与生命科学研究理事会; 英国经济与社会研究理事会;
关键词
theory of mind; interpretation; partial knowledge; dual identity; intensionality; explaining action; context effects;
D O I
10.1006/jecp.2000.2571
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Thirty-nine 6-year-old children participated in a longitudinal study using tasks that required handling of dual identity. Pre- and posttest sessions employed tasks involving a protagonist who was partially informed about an object or person: for example, he knew an item as a ball but not as a present. Children who judged correctly that the protagonist did not know the ball was a present (thereby demonstrating some understanding of the consequences of limited information access), often judged incorrectly (1) that he knew that there was a present in the box, and (2) that he would search as if fully informed. intervening sessions added contextual support and tried to clarify the experimenter's communicative intentions in a range of ways. Despite signs of general improvement, the distinctive pattern of errors persisted in every cast. These findings go beyond previous studies of children's handling of limited information access, and are hard to accommodate within existing accounts of developing understanding of the mind. (C) 2001 Academic Press.
引用
收藏
页码:374 / 397
页数:24
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