三岁但不是两岁的孩子在基于互动的任务中自发地误导他人
Mareike Klafka1, Ulf Liszkowski1
1Department of Developmental Psychology, University of Hamburg, Hamburg, Germany.
The British journal of developmental psychology
|December 18, 2024
概括
幼儿自发地向他人提供信息,但错误信息的技巧在以后才会出现. 两岁的孩子是知情的玩偶,而三岁的孩子则表现出自发的错误信息,表明了沟通策略的不同发展途径.
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 语言学的语言学.
背景情况:
- 儿童的自发沟通,包括告知,发展得很早.
- 在幼儿中,自发的欺骗性沟通的出现和性质,如误导信息,仍然不太了解.
- 错误信息被认为是隐性错误信念理解的关键指标.
研究的目的:
- 调查那些自发地提供信息的儿童是否也在未经指导的互动中故意误导他人.
- 检查儿童早期自发信息与错误信息的发展轨迹.
- 探索自发的沟通行为和隐含的错误信念理解之间的关系.
主要方法:
- 一个简化,预测和互动的范式被采用使用角色.
- 孩子们与隐藏物体的主角木偶互动,其次是寻找物体的朋友或竞争对手木偶.
- 在两个实验中,记录和分析了儿童自发的行动,以告知或误导寻找的木偶.
主要成果:
- 两岁的孩子自发地告知了玩偶朋友,但并没有选择性地误导竞争对手.
- 相比之下,三岁的孩子在同一个实验范式内表现出自发的误导能力.
- 这些发现表明,告知,而不是误导,是早期发展的自发沟通技巧.
结论:
- 自发的告知在发育过程中比自发的错误告知更早地出现.
- 该研究表明,在发展沟通策略方面存在概念上的区别,告知和误导具有不同的发展时间表.
- 这些发现引发了关于早期交互式沟通与隐含错误信念理解之间的直接联系的问题.
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