学前儿童现实性监测的发展变化

Developmental Changes in Preschoolers' Reality Monitoring

对3～5岁儿童对与他人(而非自我)有关的互动性动作的现实性监测的发展变化进行了考察。结果表明:学前儿童更多地将想象的动作错误地记忆为真实的动作,而不是相反——这就是所谓的现实性监测错误的不对称现象;虽然儿童总体的现实性监测能力在学前期得到了持续和稳定的发展,但这种发展主要体现在对想象动作的现实性监测的发展上。这一结果对学前儿童目击者证词的准确性具有重要的启示意义。

Developmental differences in the reality monitoring of interactive actions involving others （not self） were examined among 3-, 4-, and 5-year-olds. The results showed that imagined actions were more often confused with actual actions by preschoolers, rather than the reverse, which was the so-called asymmetry in errors in reality monitoring, and that the development of the reality monitoring mainly occurred in the development of reality monitoring of imagined actions. These results have important implications for preschooler eyewitness testimony.