Five-year-olds' handling of reference and description in the domains of language and mental representation

被引:9
作者
Apperly, IA
Robinson, EJ
机构
[1] Univ Birmingham, Sch Psychol, Birmingham B15 2TT, W Midlands, England
[2] Univ Keele, Keele ST5 5BG, Staffs, England
基金
英国经济与社会研究理事会;
关键词
metalinguistic awareness; representations; theory of mind;
D O I
10.1016/S0022-0965(02)00102-9
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Children's concurrent success on false belief tasks and their handling of two labels for one object (e.g., bunny/rabbit) has been interpreted as demonstrating understanding about the essential features of representation. Three experiments reveal the limitations in 5-year-olds' understanding for both mental and linguistic representations. We report relatively poor performance on a task involving two labels for one object (e.g., dice/eraser) which required children to treat another's knowledge as representing only some of the feature of its real referent: Dice but not eraser. Five year olds who made errors also had difficulty handling the fact that a written word 'dice' referring to such a dice/eraser, can also be applied, to a standard dice but not to a standard eraser. These children lacked metalinguistic awareness of words as entities that both refer and describe. (C) 2002 Elsevier Science (USA). All rights reserved.
引用
收藏
页码:53 / 75
页数:23
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