2-YEAR-OLDS DIFFICULTY WITH FALSE BELIEF - THE CASE FOR A CONCEPTUAL DEFICIT
2-YEAR-OLDS DIFFICULTY WITH FALSE BELIEF - THE CASE FOR A CONCEPTUAL DEFICIT
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DOI：
10.1111/j.2044-835x.1987.tb01048.x
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发表时间：
1987-06-01
影响因子：
2.3
通讯作者：
WIMMER, H
中科院分区：
文献类型：
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作者：
PERNER, J;LEEKAM, SR;WIMMER, H
假设概念上的局限性是 3 岁儿童难以进行错误信念归因的原因（Wimmer 和 Perner，1983），并针对三个相互竞争的假设进行了测试。这些是：（1）未能保留基本事实，（2）未能理解导致错误信念的正常期望，以及（3）对测试问题的务实误解。结果显示，对于三岁以下的孩子来说，错误信念归因仍然很困难，尽管他们保留了基本事实，并且尝试使期望更加明确并防止务实的误解。这些发现强化了最初的假设，这里指定为无法将相互冲突的真值分配给命题。这个假设可以解释为什么 3 岁的孩子会发现假装游戏、预期结果和实现结果之间的区别、真实与想象的区别和第一级视角采择比错误信念、现实与表象区别和第二级视角采择更容易理解。
The hypothesis, that a conceptual limitation underlies 3-year-old''s difficulty with false-belief attribution (Wimmer and Perner, 1983), was tested against three competing hypotheses. These were: (1) failure to retain essential facts, (2) failure to understand the normal expectations which give rise to false belief and (3) pragmatic misinterpretation of the test question. Results showed that false-belief attribution remained difficult for younger 3-year-olds despite their retention of essential facts and despite attempts to make expectations more explicit and prevent pragmatic misinterpretation. These findings strengthen the original hypothesis, specified here as the inability to assign conflicting truth values to propositions. This hypothesis can explain why 3-year-olds find pretend play, the distinction between expected and achieved outcomes, the real-imaginary distinction and level 1 perspective taking easier to understand than false belief, the reality-appearance distinction and level 2 perspective taking.