期刊
DEVELOPMENTAL PSYCHOLOGY
卷 50, 期 1, 页码 283-292出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0032970
关键词
preschoolers; mental/situation models; simulation; emotion; narrative comprehension
资金
- Direct For Education and Human Resources
- Division Of Research On Learning [1113648] Funding Source: National Science Foundation
As children listen to a simple action-based narrative, they construct a dynamic representation of the protagonist's movements, visual perspective, and goal-directed thoughts. We examined children's representations of more complex narratives in which the protagonist will encounter an unexpected outcome upon reaching his or her goal. Three studies involving 105 children between 3 and 6 years of age showed that children shifted in the mental states they attributed depending on the distance of the protagonist from the unexpected outcome. Even though children consistently recognized that the protagonist did not know about the surprise at any point, they increasingly attributed feelings and thoughts consistent with the surprise. The studies highlight the degree to which children's mental state attributions are dynamic rather than fixed by their current theory of mind.
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