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- Title
Older (but not younger) preschoolers understand that knowledge differs between people and across time.
- Authors
Caza, Julian S.; Atance, Cristina M.; Bernstein, Daniel M.
- Abstract
We examined 3‐ to 5‐year‐olds' understanding of general knowledge (e.g., knowing that clocks tell time) by investigating whether (1) they recognize that their own general knowledge has changed over time (i.e., they knew less as babies than they know now), and (2) such intraindividual knowledge differences are easier/harder to understand than interindividual differences (i.e., Do preschoolers understand that a baby knows less than they do?). Forty‐eight 3‐ to 5‐year‐olds answered questions about their current general knowledge (‘self‐now’), the general knowledge of a 6‐month‐old (‘baby‐now’), and their own general knowledge at 6 months (‘self‐past’). All age groups were significantly above chance on the self‐now questions, but only 5‐year‐olds were significantly above chance on the self‐past and baby‐now questions. Moreover, children's performance on the baby‐now and self‐past questions did not differ. Our findings suggest that younger preschoolers do not fully appreciate that their past knowledge differs from their current knowledge, and that others may have less knowledge than they do. We situate these findings within the research on knowledge understanding, more specifically, and cognitive development, more broadly.
- Subjects
THEORY of knowledge; PSYCHOLOGY of preschool children; COGNITIVE development; AGE differences; CHILDREN; PRESCHOOL children; AGE distribution; ANALYSIS of variance; CHILD development; COGNITION; STATISTICAL correlation; INTELLECT; PHOTOGRAPHY; QUESTIONNAIRES; STATISTICS; T-test (Statistics); THOUGHT &; thinking; TIME; MATHEMATICAL variables; DATA analysis; DESCRIPTIVE statistics
- Publication
British Journal of Developmental Psychology, 2016, Vol 34, Issue 3, p313
- ISSN
0261-510X
- Publication type
Article
- DOI
10.1111/bjdp.12130