Promoting the transition from implicit to explicit understanding: a training study of false belief
Promoting the transition from implicit to explicit understanding: a training study of false belief
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DOI：
10.1111/1467-7687.00102
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发表时间：
2000-03-01
影响因子：
3.7
通讯作者：
McCallum, Sarah
中科院分区：
文献类型：
--
作者：
Clements, Wendy A.;Rustin, Charlotte L.;McCallum, Sarah
91名年龄在2; 10和5;0之间的儿童参加了错误信念的训练研究。孩子们被分配到一个解释条件，一个实践条件或控制条件，孩子们听到两个故事无关的错误信念。儿童的眼睛运动的预期中的主角再次出现在pre-test.Only解释条件导致的改善判断和理由的一个主角的未来行动的基础上错误的信念。在前测中，儿童在期待中注视主人公认为物体在哪里，在后测中比那些没有注视的儿童更有可能做出正确的判断。实验结果表明：（1）对任务的基本原理进行解释比仅仅告诉儿童他们的回答是否正确更能提高儿童的成绩;（2）成绩提高的性质将取决于儿童在预测试时的知识水平;（3）培训只对那些表现出内隐理解证据的儿童有益。
Ninety-one children aged between 2; 10 and 5;0 participated in a training study of false belief. Children were assigned to either an explanation condition, a practice condition or a control condition where children heard two stories unrelated to false belief. Children's eye movements in anticipation of the protagonist reappearing were monitored at pre-test.Only the explanation condition led to improvements in judgement and justification of a protagonist's future action based on false belief. Children who looked in anticipation to where the protagonist thought the object was at pre-test were more likely to give a correct judgement at post-test than those who did not. Those children in the explanation group who gave a correct judgement at pre-test were more likely to give an appropriate justification at post-test than those who did not.Three main conclusions are drawn: (1) providing explanation about the underlying principles of a task is more likely to lead to improvements in performance than merely informing children of whether their response is correct; (2) the nature of improvements in performance will depend on the level of knowledge of the child at pre-test; (3) training will only be beneficial for those children who demonstrate evidence of implicit understanding.