Children's Sensitivity to Their Own Relative Ignorance: Handling of Possibilities Under Epistemic and Physical Uncertainty

Autor/inn/en	Robinson, Elizabeth J.; Rowley, Martin G.; Beck, Sarah R.; Carroll, Dan J.; Apperly, Ian A.
Titel	Children's Sensitivity to Their Own Relative Ignorance: Handling of Possibilities Under Epistemic and Physical Uncertainty
Quelle	In: Child Development, 77 (2006) 6, S.1642-1655 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2006.00964.x
Schlagwörter	Young Children; Epistemology; Physical Environment; Task Analysis; Cognitive Processes; Child Development + Suchen Sie Ihr Suchwort? Frühe Kindheit; Erkenntnistheorie; Natürliche Umwelt; Aufgabenanalyse; Cognitive process; Kognitiver Prozess; Kindesentwicklung
Abstract	Children more frequently specified possibilities correctly when uncertainty resided in the physical world (physical uncertainty) than in their own perspective of ignorance (epistemic uncertainty). In Experiment 1 (N=61), 4- to 6-year-olds marked both doors from which a block might emerge when the outcome was undetermined, but a single door when they knew the block was hidden behind one door. In Experiments 2 (N=30; 5- to 6-year-olds) and 3 (N=80; 5- to 8-year-olds), children placed food in both possible locations when an imaginary pet was yet to occupy one, but in a single location when the pet was already hidden in one. The results have implications for interpretive theory of mind and "curse of knowledge." (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10