Young children's understanding of pretend crying: The effect of context
Young children's understanding of pretend crying: The effect of context
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DOI：
10.1348/026151010x519964
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发表时间：
2011-09-01
影响因子：
2.3
通讯作者：
Mizokawa, Ai
中科院分区：
文献类型：
--
作者：
Mizokawa, Ai
对他人假装和真实的哭泣进行推理与许多重要的社会认知能力有关（如：例如，在一个实施例中，情感理解、表象-现实和心理理论）。这项研究调查了6岁及6岁以下的儿童是否能区分故事中的假装哭泣和真实的哭泣。65名4-6岁的日本儿童在两种情况下（游戏和非游戏）的故事。在游戏情境中，故事的主人公在假装游戏活动中假装哭或真的哭。在非游戏情境中，主人公也是在他/她的玩具被另一个孩子藏起来后假装哭或真的哭。孩子们回答了关于这些哭泣事件的问题。结果表明，4- 5岁的儿童表现出显着更好的理解假装哭的游戏环境相比，非游戏环境。在非玩耍情境中，他们比6岁的孩子更不可能理解假装哭泣的原因。结果表明，假装游戏的背景有助于儿童理解假装哭。
Reasoning about another's pretend and real crying is related to ma'ny important social cognitive abilities (e. g., emotional understanding, appearance-reality, and theory of mind). This study investigated whether children aged 6 years and younger could distinguish between instances of pretend crying and real crying as presented in stories. Sixty-five Japanese children aged 4-6 years were given stories within two contexts (Play and Non-play). In the Play context, the protagonist of the story was pretending to cry or really crying during a pretend play activity. In the Non-play context, the protagonist was also pretending to cry or really crying after his/her toy had been hidden by another child. The children answered questions about these crying events. The results showed that the 4- and 5-year-olds showed significantly better understanding of pretend crying in the Play context compared to the Non-play context. In the Non-play context, they were significantly less likely to understand the cause of pretend crying compared to the 6-year-olds. The results suggest that the context of pretend play facilitates the children's understanding of pretend crying.