本研究期望藉由故事情境錯誤相信作業與真實情境錯誤相信作業，瞭解三歲幼兒錯誤相信理解的發展。研究的對象為六十位三歲幼兒，包含三十位小三歲組幼兒（範圍在3歲0個月到未滿3歲6個月），三十位大三歲組幼兒（範圍在3歲6個月到未滿4歲0個月），採隨機分派方式分派到故事情境或真實情境錯誤相信作業中。
以共變數分析去除語言和智力因素後，本研究的主要發現如下:
1. 三歲幼兒在真實情境下表現較優且達顯著水準（p<.01），而在真實情境未預期移位作業中大三歲組幼兒的表現已超過機會水準。
2. 大三歲組幼兒對錯誤相信作業的表現較小三歲組幼兒佳且達顯著水準（p<.05），可以解釋為幼兒在三歲時對於錯誤相信的理解隨年齡增長而增進，幼兒漸能依他人的心智狀態來做判斷，而非僅靠外在視覺所看到的線索來判斷。
3. 三歲幼兒幼兒在「未預期移位」作業的表現比「未預期內容」作業的表現好，應是施測的方式較活潑，更加吸引幼兒的專注與興趣，幫助幼兒理解脈絡。

This study investigates development of false belief understanding on 3-year children in authentic and story conditions. We choose 60 3-year children as subjects including 30 elder 3-year-old children (36 month to 42 month) and 30 younger 3-year-old children (42 month to 48 month). Targets were randomly chosen in either authentic or story condition.
After eliminating effects of language and intelligence by variance analysis, the main findings of this study were as follows:
1.3-year-old children perform better in the authentic condition than in the story condition with a significant level (p<.01). Elder 3-year-old children perform better in the authentic condition than by chance.
2.Elder 3-year-old children do better than younger ones in false belief tasks with significant level (p<.05). We can say that 3-year-old children increase their ability to false belief understanding as they age. Moreover, children are gradually capable to make a judgment according to others’ mental states such as perception and belief instead of visional behavior only.
3.3-year-old children perform better in unexpected location than unexpected contents. A proper explanation is that more interacting experiments make young children more interested and concentrated and therefore they help children to understand the context better.

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張欣戊（1997）。騙與受騙：學前兒童的欺瞞能力。行政院國家科學委員會專題研究計畫成果報告（NSC-81-0301-H-002-004）。
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