Children's generic interpretation of pretense

被引：5

作者：

Baer, Carolyn ^{[1
]}

Friedman, Ori ^{[2
]}

机构：

[1] Univ British Columbia, Dept Psychol, Vancouver, BC V6T 1Z4, Canada

[2] Univ Waterloo, Dept Psychol, Waterloo, ON N2L 3G1, Canada

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2016年 / 150卷

基金：

加拿大自然科学与工程研究理事会;

关键词：

General knowledge; Pretend play; Learning from pretense; Fiction; Generic language; Preschoolers; PEDAGOGICAL CUES; PRESCHOOLERS INFERENCES; INDUCTIVE INFERENCES; YOUNG-CHILDREN; KNOWLEDGE; GUIDE; PICTURES; LANGUAGE; BELIEFS; STORIES;

D O I：

10.1016/j.jecp.2016.05.004

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

We report two experiments investigating how 3- to 5-year-olds learn general knowledge from pretend play how they learn about kinds of things (e.g., information about dogs) from information about particular individuals in pretend play (a certain dog in a pretend scenario). Children watched pretend-play enactments in which animals showed certain behaviors or heard utterances conveying the same information. When children were subsequently asked about who shows the behavior, children who watched pretend play were more likely to give generic responses than were children who heard the utterances. These findings show that children generalize information from pretend play to kinds even without being prompted to think about kinds, that pretend play can be informative about familiar kinds, and also that pretend play is a more potent source for general knowledge than are utterances about individuals. (C) 2016 Elsevier Inc. All rights reserved.

引用

页码：99 / 111

页数：13

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