Location of Repository

What children know about the source of their knowledge without reporting it as the source

By S. N. Haigh and Elizabeth J. Robinson

Abstract

We argue that, amongst 3- to 5- year-olds, failure to report the source of knowledge recently acquired in answer to “How do you know…?” is due to a specific failure to make a causal inference, in line with source monitoring theory but not fuzzy trace theory. In three Experiments, children (N = 37; 30; 59) identified a hidden toy by seeing, feeling, or by being told, having had two modes of access on each trial, one informative (e.g. seeing a toy identified by colour) and the other uninformative (e.g. being told the toy’s colour by the Experimenter who had only felt it). Children who answered the know question wrongly nevertheless reported accurately who saw and who felt the toy, and what the well-informed player had said. They also realised when\ud the Experimenter’s uninformative access implied their own knowledge was unreliable, suggesting precocious working understanding of knowledge sources

Topics: BF
Publisher: Taylor & Francis
DOI identifier: 10.1080/17405620601183569
OAI identifier: oai:wrap.warwick.ac.uk:50

Suggested articles

Preview

Citations

  1. (2000). A mental-state reasoning model of suggestibility and memory source monitoring. (pp 227 – 255). In
  2. (2003). April).Did you hear what I heard? How rumours can elicit false reports in pre-schoolers. Paper presentation at Meetings of Society for Research in Child Development,
  3. (2000). Children’s decisions about what to believe and the ability to report the source of their beliefs. doi
  4. (2000). Children’s Source Monitoring. doi
  5. (2003). Children’s suggestibility in relation to their understanding about sources of knowledge. doi
  6. (1988). Children’s understanding of information access as a source of knowledge. doi
  7. (1994). Children’s understanding of knowledge acquisition: the tendency for children to report they have always known what they have just learned. doi
  8. (2006). Children’s working understanding of knowledge sources: Confidence in knowledge gained from testimony. Paper under submission. doi
  9. (2002). Developmental changes in source memory. doi
  10. (1995). Episodic memory and autonoetic consciousness: Developmental evidence and a theory of childhood amnesia. doi
  11. (2004). Fuzzy-trace theory and memory development. doi
  12. (2006). How rumors can engender false memories in preschoolers.Psychological doi
  13. (2002). I saw it with my own ears" The effects of peer conversations on pre-schoolers' reports of nonexperienced events. doi
  14. (1988). Knowing how you know: young children’s ability to identify and remember the sources of their beliefs. doi
  15. (1993). pre-school children’s understanding of the relationship between modality of perceptual access and knowledge of perceptual properties. doi
  16. (1993). Source monitoring. doi
  17. (2003). The relationship between theory of mind and episodic memory: evidence for the development of autonoetic consciousness. doi
  18. (1994). When do children begin to understand logical inference as a source of knowledge? doi
  19. (1991). Young children’s ability to identify the sources of their beliefs. doi
  20. (2003). Young children’s talk about learning events. doi
  21. (1992). Young children’s understanding of the role that sensory experience plays in knowledge acquisition. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.