Intention and Knowledge in Preschoolers' Conception of Pretend
Article first published online: 16 SEP 2008
Volume 69, Issue 4, pages 966–980, August 1998
How to Cite
Joseph, R. M. (1998), Intention and Knowledge in Preschoolers' Conception of Pretend. Child Development, 69: 966–980. doi: 10.1111/j.1467-8624.1998.tb06154.x
- Issue published online: 16 SEP 2008
- Article first published online: 16 SEP 2008
Experiments 1 and 2 investigated 3- and 4-year-olds' understanding of the intended nature of pretend behaviors by testing their ability to distinguish between involuntary behaviors and the same behaviors emitted intentionally through acts of pretend. Four-year-olds' high rate of passing showed that (1) they understood intention as a mental cause of action and (2) they construed pretend behaviors mentalistically. Experiment 3 used the same contrastive procedure to examine Lillard's contention that 4-year-olds do not understand the knowledge conditions and hence the mental representational component of pretend actions. Whereas nearly all of the 5-year-olds understood that an agent who did not know of a specific animal could not be pretending to be that animal, 4-year-olds systematically associated ignorance with pretend. On the basis of the combined findings of the present experiments, and other research showing a mentalistic understanding of pretense by the age of 3 or 4, it was concluded that the specific reasoning requirements of Lillard's tasks resulted in an underestimation of children's appreciation of the mental features of pretend.