采用负启动研究范式，考察九岁儿童在类皮亚杰数量守恒任务中的负启动效应。
The study examined negative priming effect in a numerical Piaget-like task with a sample of 9-year-old children.
信念组训练两个误信念任务，知觉组训练两个视觉观点采择任务，控制组训练两个数量守恒任务。
The belief group was trained on two false belief tasks, the perception group was trained on two visual perspective-taking tasks, and the control group was trained on two number conservation tasks.
训练后，被试接受5种后测任务：盒子任务、转移任务、外表-事实任务、来源任务和数量守恒任务。
After training, all subjects received five posttest tasks: box task, transfer task, appearance-reality task, sources task and number conservation task.
训练后，被试接受5种后测任务：盒子任务、转移任务、外表-事实任务、来源任务和数量守恒任务。
After training, all subjects received five posttest tasks: box task, transfer task, appearance-reality task, sources task and number conservation task.
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