Recognition of pretend and real actions in play by 1- and 2-year-olds: Early success and why they fail |
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| Institution: | 1. Centro di Scienza Cognitiva, Dipartimento di Psicologia, Università e Politecnico di Torino, Italy;2. Department of Psychology, University of Waterloo, Canada;3. Center for Cognitive Science and Department of Psychology, Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854, USA;1. Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St. West, Toronto, Ontario, Canada;2. Laval University, 2320, rue des Bibliothèques Québec, Quebec City, QC, Canada;1. Psychological Sciences, University of California, Merced, 5200 North Lake Road, Merced, CA 95343, USA;2. Department of Psychology, University of Illinois, 603 E. Daniel St., Champaign, IL 61820, USA;1. Center for Cognitive Science, Department of Psychology, University of Turin, Italy;2. Department of Mental Health, A.S.L. \"Città di Torino\", Turin, Italy;3. Center for Cognitive Science, Department of Psychology, University of Turin, and Institute of Neurosciences of Turin, Italy;1. Department of Psychology, University of Turin, Italy;2. Institute of neuroscience of Turin, Italy;3. Centro Puzzle, Turin, Italy;4. Child Language Research Center, Research Unit of Logopedics, University of Oulu, Finland;5. Department of Psychology, University of New Mexico, Albuquerque, NM, USA |
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| Abstract: | We compared 1- and 2-year-old children's performance on Pretend and Reality tasks. Pretend tasks involved the comprehension of a pretend scenario, whereas Reality tasks did not. For example, the experimenter pretends to drink water from an empty cup, she fills another cup with imaginary water and then invites the child to drink. In the Reality version, the experimenter uses real water in making exactly the same actions and the same request to the child. Our aim was to verify when very young children understand pretense, and to determine whether failures to understand pretense are the result of difficulties specific to pretense or not. Results showed that starting from 16 months, children begin to understand pretense. At no time did performance differ between Pretend and Reality tasks, suggesting that young children's difficulties with pretense may not arise from causes specific to pretense. |
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