The role of experience and discourse in children's developing understanding of pretend play actions

摘要: The present work investigated the development of an explicit understanding pretend play actions. Study 1 revealed a long decalage between earlier implicit pretence as intentional activity and later more understanding. 2 was training study. It tested for two factors – systematic experience discourse that may be important in from early to Two groups 3.5-year-old children received same experiences involving contrasts pretending, really performing trying perform In ‘explicit’ group, these were talked about with ‘pretend to’ that’ language. ‘implicit’ group no such used, but only talking versus real compared control functional experience. After training, showed improvement their none there any transfer tasks tapping mental state understanding, false belief (FB) appearance-reality, (A-R). findings are discussed context current theories developmental relations pretence, discourse,