The role of declarative pointing in developing a theory of mind
The role of declarative pointing in developing a theory of mind
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DOI：
10.1207/s15327078in0503_3
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发表时间：
2004-01-01
期刊：
影响因子：
2.6
通讯作者：
Colonnesi, C
中科院分区：
文献类型：
--
作者：
Camaioni, L;Perucchini, P;Colonnesi, C
有人认为，儿童在三元互动(陈述性交流)中代表和影响他人对某一物体或事件的注意状态的能力，是二岁时社会理解的早期表现。本研究检验了以下预测：第一，在一般发展的儿童中，陈述性指向出现的时间晚于命令性指向。其次，使用陈述性指向的能力与对他人意图的理解有关(即，在看到他人企图实施这些行为的失败后，再现这些行为的能力)。研究分两个阶段进行。在第一阶段，133名典型发育婴儿的父母完成了关于指点手势的问卷调查，这使得能够在熟悉的环境中使用指点手势的婴儿得以识别。在这些儿童中，有40人参加了实验，并接受了两项任务的测试：一项新任务旨在引发对祈使和陈述性指向的产生和理解，另一项任务是修改Meltzoff(1995)的任务，旨在评估对他人意图的理解。每隔3个月对每个参与者进行两次任务管理。第一次治疗儿童平均12个月大，第二次治疗儿童平均15个月大。结果表明，儿童对陈述性指向的产生和理解晚于命令性指向。此外，陈述性指向的产生显然与理解他人的意图有关。祈使指向的产生与理解、意图理解之间没有关系。本文还讨论了说明性指向和推断他人意图之间的关联所产生的影响。
It has been suggested that the child's capacity to represent and influence another person's attentional state about an object or event in triadic interactions (declarative communication) is an early manifestation of social understanding in the second year of life. This study tested the following predictions: First, in typically developing children declarative pointing emerges later than imperative pointing. Second, the capacity to use declarative pointing is linked to the understanding of other's intentions (i.e., to the capacity to reproduce other's intended acts after seeing failed attempts to perform these acts). The study was conducted in 2 phases. In the first phase, the parents of 133 typically developing infants completed the Questionnaire on Pointing Gesture, which allowed the identification of babies able to use pointing in familiar contexts. Of these children, 40 participated in the experiment and were tested on 2 tasks: a new task designed to elicit production and comprehension of imperative and declarative pointing, and a modified version of Meltzoff's (1995) task designed to assess understanding of others' intentions. Tasks were administered to each participant in 2 sessions carried out at 3-month intervals. Children were 12 months old on average at the 1st session and 15 months old on average at the 2nd session. Results showed that children produced and understood declarative pointing later than imperative pointing. Furthermore, production of declarative pointing was clearly linked to understanding of others' intentions. No relation was found between production and comprehension of imperative pointing and intention understanding. Implications from the association between declarative pointing and inferring other's intentions are discussed.