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关于儿童如何理解假装存在两种观点:一种观点认为幼儿能够从心理角度理解假装。另一种观点认为,幼儿只能从假装行为角度理解假装。本研究通过自制录像,考查了3～5岁幼儿对假装游戏中意图和行为作用的理解。实验中,给幼儿呈现3种不同类型的录像情境:有意图-有行为、有意图-无行为和无意图-有行为,要求幼儿回答录像中的主人公是否在假装。实验结果表明,随着幼儿年龄的增长,在录像中主人公明确表达其假装意图的情境下,幼儿能够从心理层面理解假装,并且3～4岁幼儿存在一个快速发展期;同时,假装实体的熟悉度可能影响幼儿对假装的理解。
There are two perspectives on how children understand pretense: one view suggests that young children can understand pretense from a psychological perspective. Another view is that young children can only understand pretense from the perspective of pretend behavior. Through self-made videos, this study examines the understanding of children aged 3 to 5 years about the intent and behavior in pretend games. In the experiment, three different types of video situations were presented to young children: intentional-behavioral, intentional-inaction and unintentional-behavior, requiring young children to answer the video whether the protagonist was pretending. The experimental results show that with the increase of children’s age, the protagonist can express the pretense of the protagonist clearly in the video, the child can understand and pretend from the psychology level, and the children aged 3 ~ 4 have a rapid development. At the same time, pretend to be familiar with the entity Degree may affect children’s pretense of understanding.