Young children's understanding of realities, nonrealities, and appearances.
Young children's understanding of realities, nonrealities, and appearances.
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DOI：
10.1111/j.1467-8624.1990.tb02833.x
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发表时间：
1990-08
影响因子：
4.6
通讯作者：
J. Woolley;H. Wellman
中科院分区：
文献类型：
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作者：
J. Woolley;H. Wellman
在两项研究中，我们揭示了儿童对各种现实、非现实和表象的最早概念。在第一项研究中，我们通过考察儿童在自发言语中对真实的和really这两个词的使用情况来考察儿童早期的理解能力。这些自然语言数据由来自Childes数据库的6个儿童1至6岁之间的语音的纵向样本组成。对这些样本的分析表明，到3岁时，孩子们在日常用语中能够清楚地区分现实和各种非现实的对比。例如，年幼的孩子区分玩具、图片和假装的动作与他们的真实的本性。我们认为，在进行这些区分时，孩子们经常考虑的是广义上的表象。为了证实这一点，我们对3岁的孩子进行了第二项实验研究，在这项研究中，我们询问了孩子们关于各种物品的真实性和外观的问题。这项研究的结果证实并澄清了我们从自然语言数据中获得的发现。我们讨论了这些研究的影响，目前的描述幼儿的理解现实和非现实，包括他们的理解现实和外观之间的区别。
In 2 studies we uncover some of children's earliest conceptions of various realities, nonrealities, and appearances. In the first study, we investigated children's early understanding by examining their use of the words real and really in spontaneous speech. These natural language data consisted of longitudinal samples of 6 children's speech between the ages of 1 and 6 from the Childes database. Analyses of these samples showed that by age 3 children clearly distinguished between reality and a variety of nonreal contrasts in their everyday speech. For example, young children distinguished between toys, pictures, and pretend actions versus their real natures. We claim that, in making these distinctions, children often are considering appearances, broadly construed. To confirm this, we conducted a second experimental study with 3-year-olds, in which we questioned children about the reality and appearance of a variety of items. Results from this study confirm and clarify our findings from the natural language data. We discuss the implications of these studies for current descriptions of young children's understanding of realities and nonrealities, including their understanding of the distinction between reality and appearance.