외양-실제 구분 능력의 발달: 물리, 생물 및 심리영역에서의 외양-실제 구분 = Development of the Appearance-Reality Distinction:Appearance-Reality Distinctions of the physical, biological and psychological domains

다국어 초록 (Multilingual Abstract)

The present studies examined the effects of domain-specific knowledge about physical object, anomals and facial expressions on the appearance-reality distinction. Experiment 1 assessed the ability of 3-, 5-, 7-, 9-year olds to distinguish between the real and apparent identities of illusory stimuli. Three domains of stimuli were used: physical objects, animals and facial expressions. Three- and 5-year-olds could not distinguish the real and apparent identities of illusory stimuli. The distinctions of the real and apparent identities of the animals and facial expressions were more diffcult than those of the physical object; even 7-year-olds cuold not distinguish the real and apparent facial expression. In Experment 2, children were presented with stories about the transformations of apparences performed upon the physical objects, animals and facial epressions of emotional states, and then were asked to distinguish the real versus apparent identities of them. Three- and 5-year-olds did not understand that the transformations of appearance did not change the real identities of animals and emotional states, and thus could not distinguish the real and apparent identities. In contrast, 7- and 9-year-olds distinguished and identified the real and apparent identities of three domains of stimuli. The present results suggests that the development of the appearance-reality distinctions is a domain specific development, which occurs at different times for different domains.

국문 초록 (Abstract)

본 연구에서는 외양과 실제를 구분하는 능력이 영역특정적 지식의 영향을 받는지 알아보기 위해 물리, 생물 그리고 심리영역의 대상인 물리적 사물, 동물 그리고 얼굴표정 자극을 사용하여 연구하였다. 실험 1에서는 Falvell 등(1983)이 사용하였던 것과 유사하게 외양과 실제가 일치하지 않는 자극을 사용하여 3, 5, 7, 9세 아동에게 외양과 실제에 대해 질문하였다. 3세와 5세 아동은 외양-실제 구분을 잘 하지 못하였다. 동물이나 얼굴표정의 외양-실제 구분은 물리적 사물의 외양-실제 구분은 보다 어려워서, 7세 아동도 얼굴표정의 외양-실제 구분을 잘 하지 못하였다. 실험 2에서는 외양을 변화시켰을 때 실제(내적 본질)가 변화했는가를 판단하도록 하여 외양-실제 구분을 연구하였다. 3세와 5세 아동은 동물이나 얼굴표정의 외양이 변화되었을 때 실제는 외양과 다르다는 것을 알지 못하여 외양-실제 구분을 하지 못하였다. 그러나 7세와 9세 아동은 세 영역의 과제에 대해 높은 수행을 보였다. 이러한 결과는 사물의 외양과 실제를 구분하여 이해하는 사고과정이 영역 특정적인 지식의 영향을 받는 영역특정적 발달과정임을 시사한다.

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