Mental vocabulary and markers of uncertainty in childhood and preadolescence

Abstract

From middle childhood through adolescence, a growing awareness of interpretiveactivities in the construction of knowledge and belief occurs. Children progressivelyrealize that cognitive activities are highly inferential and, consequently, uncertain.The present study moves from the hypothesis that a developmental progressionof the understanding of the relative certainty of mental processes across latechildhood and preadolescence is reflected in the use of mental terms. In particular,the present study analyses the production of two cognitive verbs (think and know)and of markers of uncertainty in an autobiographical narrative. The results confirman increase in the use of think and of markers of uncertainty in children aged8 to 12, suggesting a major change in children’s appreciation of subjectivity. Theproduction of these mental terms was not associated with general verbal ability.Gender differences in their use were marginal and, when present, favored girls.From middle childhood through adolescence, a growing awareness of interpretiveactivities in the construction of knowledge and belief occurs. Children progressivelyrealize that cognitive activities are highly inferential and, consequently, uncertain.The present study moves from the hypothesis that a developmental progressionof the understanding of the relative certainty of mental processes across latechildhood and preadolescence is reflected in the use of mental terms. In particular,the present study analyses the production of two cognitive verbs (think and know)and of markers of uncertainty in an autobiographical narrative. The results confirman increase in the use of think and of markers of uncertainty in children aged8 to 12, suggesting a major change in children’s appreciation of subjectivity. Theproduction of these mental terms was not associated with general verbal ability.Gender differences in their use were marginal and, when present, favored girls