Young childrenʼs understanding of promising: methodological considerationsThis research was conducted in partial fulfilment of the requirements for the first authorʼs MS degree and was partly funded by National Institute of Child Health and Human Development Grant No. RO1 HD24356 awarded to Leonard Abbeduto. Results were presented at the biennial convention of the Society for Research in Child Development, New Orleans, LA in March 1993. The authors thank Dr Robert Enright, Dr Deborah Vandell and Dr Joel Levin for their insightful suggestions on this project. We also thank the Madison Metropolitan School District and the teachers and students who made this research possible.
作者： FAY K MAAS , LEONARD ABBEDUTO , FAY K MAAS , LEONARD ABBEDUTO
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摘要: In her inceptive study of promising, Astington (1988) found that five-year-olds failed to distinguish promises from predictions when judging story charactersʼ utterances. Instead, their responses were based on whether the promised event had actually occurred. There is reason to believe, however, that the childrenʼs poor performance was an artefact of Astingtonʼs procedures. We tested this possibility with 32 children (mean age 5; 8: range 5; 7–6; 2) by including several variations of Astingtonʼs procedures, but found no effects on the pattern of results. This suggests that Astingtonʼs findings are an accurate reflection of the developmental course of knowledge about promising.
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