Young children's ability to differentiate appearance-reality and level 2 perspectives in the tactile modality.
A key acquisition in the child's developing knowledge of the mind is the subjective-objective distinction, which includes a clear understanding that things may appear to be other than the way they really are (appearance-reality distinction) and may present different appearances to self and others (Level 2 perspective-taking). Previous studies using tasks involving visual appearances have found that most children do not show such understanding until 4 or 5 years of age. However, a conceptual analysis of tactile as compared to visual and other perceptual experiences suggested the hypothesis that this understanding might appear earlier if the appearances the child must identify are tactile rather than visual. This hypothesis was supported by the results of 3 studies. In Studies 1 and 2, 3-year-old subjects could correctly indicate, for example, that an ice cube they were feeling with a heavily gloved finger did not feel cold to that finger (tactile appearance for the self), did feel cold to the experimenter's ungloved or thinly gloved finger (tactile appearance for another person), and was a cold ice cube, really and truly (reality). In contrast, and consistent with previous research findings, they were much poorer at distinguishing between real and visually apparent object identity, number, and color. Similarly, in Study 3 they tended to perform better on tactile appearance-reality tasks involving the properties of number, wetness, and intactness than on visual appearance-reality tasks that involved these same properties.
Flavell
J H
JH
Department of Psychology, Stanford University, CA 94305-2099.
Green
F L
FL
Flavell
E R
ER
D001288:Attention; D002657:Child Development; D002675:Child, Preschool; D003210:Concept Formation; D004532:Ego; D005260:Female; D007839:Functional Laterality; D006801:Humans; D008297:Male; D010470:Perceptual Masking; D011936:Reality Testing; D013697:Thermosensing; D014110:Touch