Children's understanding that ambiguous figures have multiple interpretations
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Colleges, School and Institutes
In three experiments we compared 5- and 6-year-old children's understanding of multiple interpretations arising from an ambiguous figure (e. g., the duck/rabbit) and other ambiguous partial input. Children found it equally easy to switch between alternative interpretations of ambiguous figures and partial views (Experiment 1, N = 19) and more difficult to accept two characters' conflicting interpretations of ambiguous figures, than partial views (Experiment 2, N = 29). Children found it more difficult to accept explicitly that one stimulus could simultaneously give rise to two interpretations, than to switch between them (Experiment 3, N = 40). Children's handling of multiple interpretations was not primarily affected by the type of input, but results suggest that there are two distinct stages in children's handling of multiple interpretations.
|Number of pages||20|
|Journal||European Journal of Developmental Psychology|
|Publication status||Published - 1 Jan 2011|
- Uncertainty, Theory of Mind, Communication, Knowledge, Ambiguity