Preschoolers' understanding of pretense and presumption of congruity between action and representation
| Autor: | Claire Golomb, James N. Aronson |
|---|---|
| Rok vydání: | 1999 |
| Předmět: |
Cognitive science
Presumption media_common.quotation_subject Cognition Developmental psychology Comprehension Action (philosophy) Theory of mind Concept learning Developmental and Educational Psychology Cognitive development Contradiction Life-span and Life-course Studies Psychology Demography Cognitive psychology media_common |
| Zdroj: | Developmental Psychology. 35:1414-1425 |
| ISSN: | 1939-0599 0012-1649 |
| DOI: | 10.1037/0012-1649.35.6.1414 |
| Popis: | In a series of 4 studies, A. S. Lillard's (1993) paradigm for studying preschoolers' understanding of pretense was replicated and systematically examined. The design varied the extent of the contradiction built into Lillard's format. Decreases in contradictory information yielded increases in the incidence of correct judgments indicative of an implicitly representational understanding of pretense. The findings present a challenge to A. S. Lillard's (1993) conceptual analysis of pretense and suggest that methods adopted from the classic false-belief paradigm of H. Wimmer and J. Perner (1983) may be inappropriate for assessing preschoolers' understanding of pretense. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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