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ERIC Number: EJ941041
Record Type: Journal
Publication Date: 2006-Jun
Pages: 31
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0261-510X
The Role of Experience and Discourse in Children's Developing Understanding of Pretend Play Actions
Rakoczy, Hannes; Tomasello, Michael; Striano, Tricia
British Journal of Developmental Psychology, v24 n2 p305-335 Jun 2006
The present work investigated the development of an explicit understanding of pretend play actions. Study 1 revealed a long decalage between earlier implicit understanding of pretence as an intentional activity and a later more explicit understanding. Study 2 was a training study. It tested for two factors--systematic pretence experience and explicit pretence discourse--that may be important in development from early implicit to later explicit pretence understanding. Two training groups of 3.5-year-old children received the same pretence experiences involving systematic contrasts between pretending, really performing and trying to perform actions. In the "explicit" group, these experiences were talked about with explicit "pretend to" and "pretend that" language. In the "implicit" group no such discourse was used, but only implicit discourse in talking about pretence versus real actions. The two training groups were compared with a control group that received functional play experience. After training, only the explicit group showed improvement in their explicit pretence understanding. In none of the groups was there any transfer to tasks tapping mental state understanding, false belief (FB) and appearance-reality, (A-R). The findings are discussed in the context of current theories about the developmental relations between pretence, discourse, and mental state understanding.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A