Escape from Metaignorance: How Children Develop an Understanding of Their Own Lack of Knowledge

Autor/inn/en	Rohwer, Michael; Kloo, Daniela; Perner, Josef
Titel	Escape from Metaignorance: How Children Develop an Understanding of Their Own Lack of Knowledge
Quelle	In: Child Development, 83 (2012) 6, S.1869-1883 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01830.x
Schlagwörter	Child Development; Children; Experiments; Young Children; Epistemology; Evaluation; Simulation + Suchen Sie Ihr Suchwort? Kindesentwicklung; Child; Kind; Kinder; Erprobung; Frühe Kindheit; Erkenntnistheorie; Evaluierung; Simulation program; Simulationsprogramm
Abstract	Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety-two 3- to 7-year-olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3-year-olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3- to 7-year-olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children's developing theory of knowledge are discussed. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10