YOUNG-CHILDREN UNDERSTAND THAT LOOKING LEADS TO KNOWING (SO LONG AS THEY ARE LOOKING INTO A SINGLE BARREL)
YOUNG-CHILDREN UNDERSTAND THAT LOOKING LEADS TO KNOWING (SO LONG AS THEY ARE LOOKING INTO A SINGLE BARREL)
复制标题
DOI：
10.1111/j.1467-8624.1990.tb02835.x
复制
发表时间：
1990-08-01
影响因子：
4.6
通讯作者：
BRYANT, P
中科院分区：
文献类型：
--
作者：
PRATT, C;BRYANT, P
维默、霍格雷夫和佩纳提出了一个观点，认为3-4岁的儿童不理解人们通过看东西来获得知识。为了研究这个观点，我们进行了三个实验。第一个实验涉及一个简单的强迫选择程序，在这个程序中，儿童必须判断两个助手中的哪一个知道盒子里有什么，当其中一个助手看了盒子，另一个助手把盒子举起来的时候。在这个实验中，孩子们确实意识到看过盒子的助手知道盒子里的东西。第二个实验遵循维默等人的程序，但问题形式更简单。孩子们只是被要求说明是否有人知道盒子里是什么。在第三个实验中，研究人员将简单的问题与维默等人提出的更复杂的双重问题进行了直接比较，结果发现更复杂的问题要难得多。这些实验的结果表明，与维默等人的主张相反，3-4岁的孩子确实理解看导致知道，他们在维默等人的研究中的困难主要在于他们被问到的问题的形式。
3 experiments were conducted to investigate the claim made by Wimmer, Hogrefe, and Perner that 3-4-year-old children do not understand that people gain knowledge about something by looking at it. The first experiment involved a simple forced-choice procedure in which children had to judge which of 2 assistants knew what was inside a box when one of the assistants had looked inside and the other had lifted it up. In this experiment, the children did realize that the assistant who had looked in the box knew its contents. The second experiment followed the Wimmer et al. procedure, but with a simpler question form. The children were just asked to state whether someone knew what was in the box. Again, the children were able to work out that a person who had looked in a box knew what was inside it. In the third experiment, a direct comparison was made between the simple question and the more complex, double-barreled question asked by Wimmer et al. The children found the more complex question considerably harder. The results of these experiments suggest that, in contrast to the claims made by Wimmer et al., 3- and 4-year-old children do understand that looking leads to knowing, and that their difficulty in the Wimmer et al, study was mainly with the form of the question that they were asked.