3岁幼儿的二级观点采择及合作互动的影响
摘要
<p id="C2">Level 2 visual perspective-taking, which is a type of reasoning through which perceptions are formed on the basis of others’ perspectives, underlies various social cognitions. Therefore, the development of this type of reasoning attracts considerable attention. The traditional turtle task ( <xref xml:base="bibr" rid="b29">Masangkay et al., 1974</xref>) indicated that level 2 visual perspective-taking does not emerge until age 4~5. Moll and Meltzoff (2011) introduced a color-filter task and suggested that 3-year-old Western children demonstrate such an understanding. Therefore, our first aim was to investigate 3-year-old Chinese children’s level 2 visual perspective-taking. A crucial aspect concerns how this type of reasoning develops. From a constructivist view, cooperation is supposed to play a crucial role. Numerous studies have provided supporting evidence that cooperation is uniquely related to improvements in perspectival understanding. However, a direct measurement of visual perspective-taking is lacking. Therefore, our second aim was to determine the effect of cooperation on the development of children’s level 2 visual perspective-taking. <p id="C2-1">The present study performed two experiments. In each experiment, 48 3-year-old Chinese children were randomly assigned to a cooperative or competitive group. Each participant successively received a level 2 visual perspective-taking pre-test, 3-minute cooperative or competitive social interaction according to their group assignment, and level 2 visual perspective-taking post-test. Social interaction involved a fishing game with an experimenter, in which children can collaboratively (cooperation) catch as much fish as they can or catch more fish than others (competition). Two types of tasks (i.e., experiment 1: turtle task; experiment 2: color-filter task) were used to measure the children’s level 2 visual perspective-taking. The pre- and post-tests shared the same task type but used different items. <