PERSPECTIVE TAKING AND THEORY OF MIND - DO CHILDREN PREDICT INTERPRETIVE DIVERSITY AS A FUNCTION OF DIFFERENCES IN OBSERVERS KNOWLEDGE
PERSPECTIVE TAKING AND THEORY OF MIND - DO CHILDREN PREDICT INTERPRETIVE DIVERSITY AS A FUNCTION OF DIFFERENCES IN OBSERVERS KNOWLEDGE
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DOI：
10.2307/1130810
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发表时间：
1991-12-01
影响因子：
4.6
通讯作者：
BOWDEN, T
中科院分区：
文献类型：
--
作者：
TAYLOR, M;CARTWRIGHT, BS;BOWDEN, T
在 3 个实验中，研究了孩子们根据对方年龄的变化对换位思考任务的反应的能力。在实验 1 中，4 岁和 5 岁的孩子对 6 个月大的婴儿、4 岁的儿童和成人的知识判断是准确的。在实验 2 中，4 岁的孩子被要求确定婴儿、儿童和成人是否能够从显示物体的可识别部分、小的不伦不类的部分或没有物体的部分的受限视图中识别物体。儿童倾向于报告观察者能够从可识别或不伦不类的部分中识别出物体。他们的判断不受观察者年龄的影响。实验 3 复制了一般知识任务和受限视图任务中表现的不对称性，并通过使用受试者内设计测试 4 岁、6 岁和成人来扩展这些结果。
In 3 experiments, children's ability to vary their responses on perspective-taking tasks as a function of the other person's age was examined. In Experiment 1, 4- and 5-year-olds were shown to be accurate in their judgments about the knowledge of a 6-month-old baby, a 4-year-old child, and an adult. In Experiment 2, 4-year-olds were asked to determine if a baby, child, and adult would be able to identify an object from a restricted view showing either an identifiable part, a small nondescript part, or no part of the object. Children tended to report that the observer would be able to identify the object from an identifiable or nondescript part. Their judgments were not affected by the age of the observer. Experiment 3 replicated the asymmetry in performance on the general knowledge task and the restricted view task and extended these results by testing 4-year-olds, 6-year-olds, and adults using a within-subjects design.