摘要:

This study compared two explanations for the poor performance of 3‐year‐olds on the false belief task: an inability to represent false beliefs and context‐sensitive problem solving schemas. Experiment 1 tested preschoolers' understanding of the appearance‐reality distinction and of false beliefs. Some of the results were: an age difference was found on the appearance‐reality assessment but not on the false belief assessment; 3‐year‐olds performed better on the false belief assessment than on the appearance‐reality assessment; and task content was found to affect performance on both assessments. In Expt 2, explicit reference to deception was found to facilitate performance on the false belief task. It was suggested that the representational‐deficit theories may not be able to account for these results. Performance on the false belief task was discussed in terms of the development and application of context‐sensitive prob

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00675.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

A habituation procedure was used to examine 7‐month‐old infants' discrimination of changes in the rhythm (Expt 1) or the tempo (Expt 2) of an auditory‐visual event. Events consisted of videos of a hammer striking a surface displaying a characteristic rhythm and tempo along with the synchronized impact sounds. In Expt 1, 32 infants were habituated to one rhythm presented at a constant tempo followed by test trials of a novel rhythm presented at the familiar tempo. Across subjects, four different stimulus rhythms were presented at each of four different constant tempos. Infants demonstrated significant visual recovery to a novel rhythm at all stimulus tempos. In Expt 2, 32 infants were habituated to events displaying one rhythm and tempo followed by test trials presenting a novel tempo and the familiar rhythm. Infants showed a significant visual recovery to a novel tempo, which was apparent across four different underlying rhythm contexts. More robust discrimination was observed for more extreme tempo contrasts. These data suggest that 7‐month‐old infants are sensitive to the invariant rhythm and tempo of bimod

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00676.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

In three experiments, a total of 89 children aged 5 through 8 years and 87 adults were asked to judge the communicative intentions of protagonists in videotaped or pictorial cartoon stories who made factually true or false utterances under a variety of mental states. The results of Expt 1 highlighted the importance of consulting subjects' own perceptions of speakers' intentions when seeking their ‘lie’ judgements, since adults' attributions of deceptive intent were not always consistent with researchers'a priori' assumptions. When subjective intent perceptions were matched with definitions of lying in Expts 2 and 3, even 5‐ and 6‐year‐olds were found to base concepts of lying significantly upon their own attribution to speakers of deceptive intent. On the other hand, a substantial minority of adults in Expt 3 defined a truthfully intended lapse of memory as a lie, suggesting that intention to deceive is not the sole criterion for lying, even in adulthood. These results were seen to contradict several aspects of Piaget's (1932/1965) two‐stage theory of the conceptualization of lying. In addition, the results showed that children's attributions of communicative intent were generally similar to adults', especially when the speaker's mental state was unambiguous. So were their concepts of truth telling. Implications of these results for legal applications of Piaget's theory were

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00677.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Video‐recordings were made of the natural dialogue of children during normal activity in a classroom at the beginning and the end of their first year at school. In organizing their pretend play, the children appropriated roles to themselves, assigned roles to others, designated objects as representations of something other than what they were, and established unified themes. During sessions in the autumn term pretence was established without invoking the verb ‘pretend’, although it occurred regularly in the summer term speech where it was used to appropriate roles, to assign roles to others, to designate objects and, in particular, to establish themes through scene setting. Interactional and linguistic developments underlying the acquisition of the verb ‘pretend’ are

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00678.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

In three investigations, 3‐ and 4‐year olds recalled utterances made by a speaker with a false belief under three different conditions: Either they or another person gave the utterance and the children wrongly assumed the utterance was true when it was made (own belief‐self ignorant and other belief‐self ignorant conditions), or another person was the speaker and the child knew the utterance was false when it was made (other belief‐self knowledgeable condition). Recall of false utterances was equally good in both the ocher belief conditions, but poor in the own belief‐self ignorant condition. Despite recalling accurately what the other person had said, children made realist errors in judging what the speaker thought. It appears that children do not necessarily connect what people say with what they think, and contrary to Wimmer&Hartl's (1991) result, it is only for self that realist errors occur in recall of false utterances. The results suggest chat there may be self/other differences in children's reasoning abo

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00679.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Data from a comprehensive diary study of early lexical development were analysed to document the acquisition of colour terms and the acquisition of colour‐based subordinate object categories by one child who learned all 11 basic colour terms prior to age 2:0 years. The pattern of child colour‐term production and adult feedback for colour‐term usage was recorded beginning with the first production of a colour term. Information concerning the child's non‐linguistic knowledge of colour categories, comprehension of colour‐terms, syntactic development, acquisition of colour‐based subordinate object categories and adult strategies of introduction of colour terms and colour‐based Subordinate object categories also was available. Findings support a transactional process between this child's cognitive‐linguistic knowledge

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00680.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Memory span and articulation rates for one‐, two‐ and three‐syllable words were measured in three groups of 15 children: (i) children identified as having specific reading disability (SRD children), (ii) a group of chronological age‐matched (CA) controls and (iii) a group of younger normal readers matched to the SRD children for reading age (RA controls). All children had IQ scores in the normal range. The results showed that mean memory span for the SRD group was poor relative to CA controls, but approximately equal to the RA group. Similarly, the articulation rates of SRD children were slower than those of CA controls and approximately equal to those of RA controls. More importantly, mean articulation rate accounted for memory‐span differences between groups. The results suggest that the poor memory span observed in SRD children may be the result of slow speech rates. Possible relationships between reading ability, speech rate and memory span are

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00681.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Book reviewed in this article:The Vygotsky Reader.Edited byR. van der Veer&J. Valsiner.Bruner, J. (1984). The zone of proximal development: The hidden agenda. In B. Rogoff&J. Wertsch (Eds)Children's Problems in Text Comprehension: An Experimental Investigation.ByNicola Yuill&Jane Oakhill.Conceptions of Change over Time.Edited byJacques Montangero, Angela Cornu‐Wells, Anastasia Tryphon&Jacques Voneche.Morphisms and Categories: Comparing and Transforming.ByJean Piaget, Gil Henriques&Edgar Ascher.Necessary Knowledge: Piagetian Perspectives on Constructivism.ByLeslie Smith. Hove.Children's Learning Difficulties: A Cognitive Approach.ByJulie Dockrell&John McShan

ISSN:0261-510X    

DOI:10.1111/j.2044-835X.1995.tb00682.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY