Children's difficulties handling dual identity
Children's difficulties handling dual identity
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DOI：
10.1006/jecp.2000.2571
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发表时间：
2001-04-01
影响因子：
2.6
通讯作者：
Robinson, EJ
中科院分区：
文献类型：
--
作者：
Apperly, IA;Robinson, EJ
39名6岁儿童参加了一项纵向研究，使用的任务，需要处理的双重身份。前测和后测的任务涉及一个主角谁是部分了解一个物体或人：例如，他知道一个项目作为一个球，但不是作为一个礼物。那些正确判断主人公不知道球是礼物的孩子（从而表明他们对有限信息获取的后果有所理解），往往会错误地判断：（1）他知道盒子里有礼物;（2）他会像完全知情一样去寻找。干预会话增加了语境支持，并试图以各种方式澄清实验者的交际意图。尽管有普遍改善的迹象，但每一个演员的错误模式都很明显。这些发现超越了以前的研究儿童的处理有限的信息访问，很难适应现有的帐户发展的理解。(C)北京：科学出版社.
Thirty-nine 6-year-old children participated in a longitudinal study using tasks that required handling of dual identity. Pre- and posttest sessions employed tasks involving a protagonist who was partially informed about an object or person: for example, he knew an item as a ball but not as a present. Children who judged correctly that the protagonist did not know the ball was a present (thereby demonstrating some understanding of the consequences of limited information access), often judged incorrectly (1) that he knew that there was a present in the box, and (2) that he would search as if fully informed. intervening sessions added contextual support and tried to clarify the experimenter's communicative intentions in a range of ways. Despite signs of general improvement, the distinctive pattern of errors persisted in every cast. These findings go beyond previous studies of children's handling of limited information access, and are hard to accommodate within existing accounts of developing understanding of the mind. (C) 2001 Academic Press.