真还是假？虚幻倾向与事件类型对5～6岁幼儿真实性判断的影响

doi:10.12139/j.1672-0628.2023.05.006

摘要/Abstract

摘要：

幼儿准确区分低概率与不可能事件是个体认知发展的重要能力。本研究采用2(年龄：5岁、6岁)×2(虚幻倾向：高虚幻倾向、低虚幻倾向)×3(事件类型：日常事件、低概率事件、不可能事件)的混合实验设计探讨虚幻倾向与事件类型对幼儿真实性判断的影响。结果发现：6岁幼儿比5岁幼儿更善于判断三种事件的真实性；相比低概率事件，幼儿更善于判断日常与不可能事件；低虚幻倾向幼儿比高虚幻倾向幼儿在真实性判断上表现得更好；幼儿更多地使用事实性与假设性解释来解释日常事件，使用冗余性解释来解释不可能事件。研究揭示了5岁与6岁幼儿在判断低概率事件的真实性上有难度，且6岁幼儿与低虚幻倾向幼儿更善于真实性判断。

关键词: 真实性判断, 虚幻倾向, 可能性判断, 幼儿

Abstract:

Young children’s ability to accurately distinguish between improbable events and impossible events is important for individual cognitive development. To explore the effect of fantasy orientation and event types on young children’s reality judgments, a mixed experimental design of 2 (age group: 5-year-olds, 6-year-olds)×2 (fantasy orientation: high fantasy orientation, low fantasy orientation)×3 (event type: ordinary event, improbable event, impossible event) was used in this study. Results showed that: 6-year-olds were better at judging the reality of all three types of events than were 5-year-olds; children were better at judging the reality of ordinary and impossible events as compared to improbable events; children with low fantasy orientation performed better at judging the reality of events than those with high fantasy orientation; and children used more factual and hypothetical justifications when explaining ordinary events, and more redundant justifications when explaining impossible events. This study revealed that 5- and 6-year-old children have difficulty in judging the reality of improbable events, and older children and children with low fantasy orientation are better at judging the reality of events.

Key words: reality judgment, fantasy orientation, possibility judgments, young children

中图分类号:

B844

李卉, 喻昊雪, 吴佳琦. 真还是假？虚幻倾向与事件类型对5～6岁幼儿真实性判断的影响[J]. 心理与行为研究, 2023, 21(5): 614-620.

Hui LI, Haoxue YU, Jiaqi WU. Real or Fantastical? The Effect of Fantasy Orientation and Event Types on Children’s Reality Judgments[J]. Studies of Psychology and Behavior, 2023, 21(5): 614-620.

图/表 3

参考文献

	Bouldin, P., & Pratt, C.. The ability of children with imaginary companions to differentiate between fantasy and reality. British Journal of Developmental Psychology, 2001, 19 (1): 99- 114. DOI
	Brown, M. M., Thibodeau, R. B., Pierucci, J. M., & Gilpin, A. T.. Supporting the development of empathy: The role of theory of mind and fantasy orientation. Social Development, 2017, 26 (4): 951- 964. DOI
	Bunce, L., & Woolley, J. D.. Fantasy orientation and creativity in childhood: A closer look. Cognitive Development, 2021, 57, 100979. DOI
	Carrick, N., & Quas, J. A.. Effects of discrete emotions on young children’s ability to discern fantasy and reality. Developmental Psychology, 2006, 42 (6): 1278- 1288. DOI
	Corriveau, K. H., Kim, A. L., Schwalen, C. E., & Harris, P. L.. Abraham Lincoln and Harry Potter: Children’s differentiation between historical and fantasy characters. Cognition, 2009, 113 (2): 213- 225. DOI
	Eichen, L., Hackl-Wimmer, S., Eglmaier, M. T. W., Lackner, H. K., Paechter, M., Rettenbacher, K., & Walter-Laager, C.. Families’ digital media use: Intentions, rules and activities. British Journal of Educational Technology, 2021, 52 (6): 2162- 2177. DOI
	Gilpin, A. T., Brown, M. M., & Pierucci, J. M.. Relations between fantasy orientation and emotion regulation in preschool. Early Education and Development, 2015, 26 (7): 920- 932. DOI
	Harris, P. L. (2000). The work of the imagination. Oxford: Blackwell.
	Harris, P. L.. Early constraints on the Imagination: The realism of young children. Child Development, 2021, 92 (2): 466- 483. DOI
	Harris, P. L., & Corriveau, K. H.. Some, but not all, children believe in miracles. Journal for the Cognitive Science of Religion, 2020, 5 (1): 21- 36. DOI
	Komatsu, L. K., & Galotti, K. M.. Children’s reasoning about social, physical, and logical regularities: A look at two worlds. Child Development, 1986, 57 (2): 413- 420. DOI
	Lane, J. D., Ronfard, S., Francioli, S. P., & Harris, P. L.. Children’s imagination and belief: Prone to flights of fancy or grounded in reality. Cognition, 2016, 152, 127- 140. DOI
	Li, H., Boguszewski, K., & Lillard, A. S.. Can that really happen? Children’s knowledge about the reality status of fantastical events in television. Journal of Experimental Child Psychology, 2015, 139, 99- 114. DOI
	Li, H., Liu, T., Woolley, J. D., & Zhang, P.. Reality status judgments of real and fantastical events in children’s prefrontal cortex: An fNIRS study. Frontiers in Human Neuroscience, 2019, 13, 444. DOI
	Lillard, A. S., Drell, M. B., Richey, E. M., Boguszewski, K., & Smith, E. D.. Further examination of the immediate impact of television on children’s executive function. Developmental Psychology, 2015, 51 (6): 792- 805. DOI
	Martarelli, C. S., Mast, F. W., Läge, D., & Roebers, C. M.. The distinction between real and fictional worlds: Investigating individual differences in fantasy understanding. Cognitive Development, 2015, 36, 111- 126. DOI
	Pierucci, J. M., O’Brien, C. T., McInnis, M. A., Gilpin, A. T., & Barber, A. B.. Fantasy orientation constructs and related executive function development in preschool: Developmental benefits to executive functions by being a fantasy-oriented child. International Journal of Behavioral Development, 2014, 38 (1): 62- 69. DOI
	Richert, R. A., & Smith, E. I.. Preschoolers’ quarantining of fantasy stories. Child Development, 2011, 82 (4): 1106- 1119. DOI
	Samuels, A., & Taylor, M.. Children’s ability to distinguish fantasy events from real-life events. British Journal of Developmental Psychology, 1994, 12 (4): 417- 427. DOI
	Sharon, T., & Woolley, J. D.. Do monsters dream? Young children’s understanding of the fantasy/reality distinction. British Journal of Developmental Psychology, 2004, 22 (2): 293- 310. DOI
	Shtulman, A., & Carey, S.. Improbable or impossible? How children reason about the possibility of extraordinary events. Child Development, 2007, 78 (3): 1015- 1032. DOI
	Tahiroglu, D., Mannering, A. M., & Taylor, M. (2011). Visual and auditory imagery associated with children’s imaginary companions. Imagination, Cognition, and Personality, 31(1), 99–112.
	Taylor, M., Cartwright, B. S., & Carlson, S. M.. A developmental investigation of children’s imaginary companions. Developmental Psychology, 1993, 29 (2): 276- 285. DOI
	Taylor, M., Sachet, A. B., Maring, B. L., & Mannering, A. M.. The assessment of elaborated role-play in young children: Invisible friends, personified objects, and pretend identities. Social Development, 2013, 22 (1): 75- 93. DOI
	Tullos, S. A. (2009). Mechanisms for overcoming reality status biases (Unpublished doctoral dissertation). University of Texas, Austin.
	Vaden, V. C., & Woolley, J. D.. Does God make it real? Children’s belief in religious stories from the Judeo‐Christian tradition. Child Development, 2011, 82 (4): 1120- 1135. DOI
	Weisberg, D. S. (2013). Distinguishing imagination from reality. In M. Taylor (Ed.), The Oxford handbook of the development of imagination (pp. 75–93). New York: Oxford University Press.
	Weisberg, D. S., & Sobel, D. M.. Young children discriminate improbable from impossible events in fiction. Cognitive Development, 2012, 27 (1): 90- 98. DOI
	Woolley, J. D., Boerger, E. A., & Markman, A. B.. A visit from the candy witch: Factors influencing young children’s belief in a novel fantastical being. Developmental Science, 2004, 7 (4): 456- 468. DOI
	Woolley, J. D., & Cornelius, C. A. (2013). Beliefs in magical beings and cultural myths. In M. Taylor (Ed.), The Oxford handbook of the development of imagination (pp. 61–74). New York: Oxford University Press.
	Woolley, J. D., & Cornelius, C. A.. Wondering how: Children’s and adults’ explanations for mundane, improbable, and extraordinary events. Psychonomic Bulletin & Review, 2017, 24 (5): 1586- 1596.
	Woolley, J. D., & Cox, V.. Development of beliefs about storybook reality. Developmental Science, 2007, 10 (5): 681- 693. DOI
	Woolley, J. D., & Ghossainy, M. E.. Revisiting the fantasy-reality distinction: Children as naïve skeptics. Child Development, 2013, 84 (5): 1496- 1510. DOI
	Woolley, J. D., & Wellman, H. M.. Young children’s understanding of realities, nonrealities, and appearances. Child Development, 1990, 61 (4): 946- 961. DOI

年龄	虚幻倾向	事件经验比例			真实性判断正确率
年龄	虚幻倾向	低概率事件	日常事件	不可能事件	低概率事件	日常事件	不可能事件
5岁(n=50)	低虚幻倾向	8.00	85.00	5.50	27.50	89.50	88.00
5岁(n=50)	高虚幻倾向	13.00	83.50	13.00	25.00	86.50	78.00
6岁(n=50)	低虚幻倾向	11.00	92.50	9.50	33.50	95.00	92.00
6岁(n=50)	高虚幻倾向	13.00	89.00	10.50	30.00	93.00	89.50

年龄	虚幻倾向	事件经验比例			真实性判断正确率
年龄	虚幻倾向	低概率事件	日常事件	不可能事件	低概率事件	日常事件	不可能事件
5岁(n=50)	低虚幻倾向	8.00	85.00	5.50	27.50	89.50	88.00
5岁(n=50)	高虚幻倾向	13.00	83.50	13.00	25.00	86.50	78.00
6岁(n=50)	低虚幻倾向	11.00	92.50	9.50	33.50	95.00	92.00
6岁(n=50)	高虚幻倾向	13.00	89.00	10.50	30.00	93.00	89.50

[1]	何明影, 张献英, 李玲玉, 杨丽珠. 3～6岁幼儿羞耻发展教师评定量表的编制[J]. 心理与行为研究, 2023, 21(2): 231-237.
[2]	何慧华, 陈迎新, 蒋琴, 姜露. 父亲婚姻满意度对1～3岁婴幼儿社会−情绪能力的影响：父子依恋和父亲参与的链式中介作用[J]. 心理与行为研究, 2022, 20(6): 790-796.
[3]	李泉, 冯廷勇. 执行功能影响情绪胜任力的发展：一项学前儿童的追踪研究[J]. 心理与行为研究, 2022, 20(6): 805-812.
[4]	孙云瑞, 韩映虹, 吕勇, 刘芳. 人格对幼儿白谎行为的影响：“冷”“热”执行功能的并行中介作用[J]. 心理与行为研究, 2022, 20(2): 240-247.
[5]	李飞飞, 缴润凯, 刘丹, 尹航. 幼儿教师感恩特质与职业使命感的交叉滞后分析[J]. 心理与行为研究, 2021, 19(6): 824-830.
[6]	贺晓玲, 刘奕晴, 那琳娜. 3～5岁幼儿颜色映射道德和权力概念的认知发展[J]. 心理与行为研究, 2021, 19(5): 636-641.
[7]	黄明明, 陈丽萍, 郭莉萍, 赵守盈. 工作-家庭冲突与幼儿教师离职意向的关系：职业认同感与职业倦怠的序列中介作用[J]. 心理与行为研究, 2021, 19(5): 679-686.
[8]	龚扬, 姜露, 秦雯雯. 祖辈参与教养与幼儿社会能力的关系：母亲育儿压力和母亲教养效能感的链式中介作用[J]. 心理与行为研究, 2021, 19(3): 348-353.
[9]	李甜甜, 顾吉有, 徐鹤文. 父亲抑郁对幼儿问题行为的影响：教养效能感和教养方式的中介作用[J]. 心理与行为研究, 2021, 19(1): 66-73.
[10]	王嵩, 李甦. 幼儿复述能力的发展及其与言语工作记忆的关系[J]. 心理与行为研究, 2020, 18(5): 596-602.
[11]	闻明晶, 滕树元, 冯晓杭, 田金来, 张向葵. 祖辈共同养育模式下幼儿母子依恋对问题行为的影响：祖孙依恋的中介作用[J]. 心理与行为研究, 2020, 18(2): 208-213.
[12]	张奇勇, 卢家楣. 学生的首因效应对教师情绪感染力的影响：情绪真实性判断的中介作用[J]. 心理与行为研究, 2020, 18(1): 60-66.
[13]	臧蓓蕾, 张俊, 顾荣芳. 幼儿心理数线的发展：估计准确率与模式背后的策略[J]. 心理与行为研究, 2019, 17(6): 795-802.
[14]	王钢, 范勇, 黄旭, 刘先强, 王德林. 幼儿教师政府支持、组织支持和胜任力对职业幸福感的影响：职业认同的中介作用[J]. 心理与行为研究, 2018, 16(6): 801-809.
[15]	缪佩君, 谢姗姗, 陈则飞, 连榕. 幼儿教师心理弹性与职业倦怠的关系：大五人格的中介效应[J]. 心理与行为研究, 2018, 16(4): 512-517.