Theories of mind in transition: A microgenetic study of the development of false belief understanding
Theories of mind in transition: A microgenetic study of the development of false belief understanding
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DOI：
10.1207/s15327647jcd0702_1
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发表时间：
2006-01-01
影响因子：
2.1
通讯作者：
Wellman, Henry M.
中科院分区：
文献类型：
--
作者：
Amsterlaw, Jennifer;Wellman, Henry M.
本研究采用微观发生学的方法，对36名（N = 36; M = 3;5）幼儿错误信念理解的习得过程进行了研究，并探讨了其发展机制。对照组没有FB的经验，其他2组接受了旨在促进FB理解的微遗传会议。在连续的几周里，微观遗传组收到了关于他们在24个FB任务中表现的内隐反馈，并对1713个事件做出了解释。仅1个微遗传组改善。在微观遗传经验的时间表和FB解释的儿童从事的数量和类型的差异占这些差异。改善儿童FB的理解逐渐发展，并表现出波动的任务表现，这表明缓慢的概念重建，而不是突然的洞察力。这项工作提供了第一个微观记录儿童的过渡到一个代表性的心理理论。
Microgenetic methods were used to document young children's (N = 36; M age = 3;5) acquisition of false belief (FB) understanding and investigate developmental mechanisms. A control group received no experience with FB; 2 other groups received microgenetic sessions designed to promote FB understanding. Over consecutive weeks, microgenetic groups received implicit feedback about their performance on 24 FB tasks and generated explanations for 1713 events. Only 1 microgenetic group improved. Differences in the schedules of microgenetic experience and in the amount and type of FB explanation children engaged in accounted for these differences. Improving children developed FB understandings gradually and exhibited fluctuating task performance, suggesting slow conceptual restructuring, not sudden insight. This work provides the first microgenetic record of children's transition to a representational theory of mind.