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Development of theory of mind and social cognition through communication

通过交流发展心理理论和社会认知

基本信息

批准号：
17500172
负责人：
MASATAKA Nobuo
金额：
$ 2.24万
依托单位：
Kyoto University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2006
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-17500172/
关键词：
Theory of mind Communicative ability Social cognition Word learning Certainty

项目摘要

(1)Our first study examined children's ability to assess the reliability of information encoded in an utterance. Japanese children were given two contradicting statements about the location of a hidden object. Each statement was provided by a different individual, and was linguistically marked with a different degree of certainty/evidentiality. Children were then questioned about the location of the object and asked to tell how they reached their conclusion. The result demonstrated that 6-to 7-year-olds could reliably explain how they came to know the location of the hidden object, by referring to the utterance or the particular linguistic marking of speaker certainty/evidentiality, of the more reliable speaker. 5-year-olds were only capable of answering the source question by referring to the utterance of more reliable speaker. This indicates a developmental transition from perceptual to metalinguistic awareness in understanding of the sources of belief between 5-to 7-years of age. By … More contrast, 3-to 4-year-olds had great difficulty in explaining why they trusted one speaker over the other, even when their choice was correct.(2)It has been repeatedly shown that when asked to identify a protagonist's false belief on the basis of his false statement, typical English-speaking 3-year-olds dismiss the statement and fail to attribute to him a false belief. In our second study, we tested 3-year-old Japanese children in a similar task, using false statements accompanied by grammaticalized particles of speaker (un-)certainty, as in everyday Japanese utterances. The Japanese children were directly compared with same-aged German children, whose native language does not have grammaticalized epistemic concepts (like English). Japanese children, who are sensitive to different degrees of speaker certainty as indicated by the grammaticalized particles in a way that German children are not, profited from the explicit statement of the protagonist's false belief when it was marked with the attitude of certainty. Less

（1）我们的第一项研究考察了儿童评估话语中编码信息的可靠性的能力。日本儿童被给予两个关于隐藏物体位置的相互矛盾的陈述。每个陈述都是由不同的人提供的，并在语言上标记了不同程度的确定性/证据。然后，孩子们被问到物体的位置，并被要求说出他们是如何得出结论的。结果表明，6 ~ 7岁儿童能够通过较可靠的说话者的话语或说话者确定性/证据性的特定语言标记来可靠地解释他们是如何知道隐藏物体的位置的。5岁儿童只能通过参考更可靠的说话者的话语来回答源问题。这表明在5- 7岁之间，在理解信仰来源方面，从知觉到元语言意识的发展过渡。通过 ...更多信息相比之下，3- 4岁的孩子很难解释为什么他们相信一个演讲者而不是另一个，即使他们的选择是正确的。(2)It已经被反复证明，当被要求识别一个主人公的错误信念的基础上，他的错误陈述，典型的讲英语的3岁儿童驳回的声明，并未能归因于他的错误信念。在我们的第二项研究中，我们测试了3岁的日本儿童在类似的任务，使用错误的陈述伴随着语法化的粒子的扬声器（非）确定性，在日常日语话语。日本儿童直接与同龄的德国儿童进行比较，他们的母语没有语法化的认知概念（如英语）。日本儿童，谁是敏感的程度不同的扬声器确定性所表示的语法化粒子在某种程度上，德国儿童没有，受益于明确声明的主人公的错误信念时，它被标记的态度确定性。少