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

Child Development

Volumn 83, Issue 6, 2012, Pages 1869-1883

  Rohwer, Michael ^a   Kloo, Daniela ^a   Perner, Josef ^a  

^a UNIVERSITY OF SALZBURG   (Austria)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; COMPREHENSION; CONCEPT FORMATION; DECISION MAKING; FEMALE; HUMAN; KNOWLEDGE; MALE; PHYSIOLOGY; PRESCHOOL CHILD; PSYCHOMOTOR PERFORMANCE; SELF CONCEPT;

CHILD; CHILD, PRESCHOOL; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; JUDGMENT; KNOWLEDGE; MALE; PSYCHOMOTOR PERFORMANCE; SELF CONCEPT;

EID: 84869379927     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2012.01830.x     Document Type: Article

References (45)

1. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353-394). New York: Longman.
2. Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. New York: Oxford University Press.
3. Beck, S. R., & Robinson, E. J. (2001). Children's ability to make tentative interpretations of ambiguous messages. Journal of Experimental Child Psychology, 79, 95-114. doi:10.1006/jecp.2000.2583
4. Byrnes, J. P., & Duff, M. A. (1989). Young children's comprehension of modal expressions. Cognitive Development, 4, 369-387. doi:10.1016/S0885-2014(89)90049-X
5. Carpendale, J., & Chandler, M. (1996). On the distinction between false belief understanding and subscribing to an interpretive theory of the mind. Child Development, 67, 1686-1706. doi:10.1111/j.1467-8624.1996.tb01821.x
6. Chandler, M. J., & Boyes, M. (1982). Social cognitive development. In B. B. Wolman (Ed.), Handbook of developmental psychology (pp. 387-402). Englewood Cliffs, NJ: Prentice Hall.
7. Dufresne, A., & Kobasigawa, A. (1989). Children's spontaneous allocation of study time: Differential and sufficient aspects. Journal of Experimental Child Psychology, 47, 274-296. doi:10.1016/0022-0965(89)90033-7
8. Fisher, R. (1998). Thinking about thinking: Developing metacognition. Early Child Development and Care, 141, 1-15.
9. Flavell, J. H. (1992). Perspectives on perspective-taking. In H. Beilin & P. B. Pufall (Eds.), Piaget's theory: Prospects and possibilities (pp. 107-139). Hillsdale, NJ: Erlbaum.
10. Flavell, J. H., Speer, J. R., Green, F. L., August, D. L., & Whitehurst, G. J. (1981). The development of comprehension monitoring and knowledge about communication. Monographs of the Society for Research in Child Development, 46, 1-65.
11. Gopnik, A., & Graf, P. (1988). Knowing how you know: Children's understanding of the sources of their knowledge. Child Development, 59, 1366-1371. doi:10.2307/1130499
12. Gopnik, A., & Wellman, H. M. (1992). Why the child's theory of mind really is a theory. Mind and Language, 7, 145-171. doi: 10.1111/j.1468-0017.1992.tb00202.x
13. Harris, P. L. (1992). From simulation to folk psychology: The case for development. Mind and Language, 7, 120-144. doi:10.1111/j.1468-0017.1992.tb00201.x
14. Hirst, W., & Weil, J. (1982). Acquisition of epistemic and deontic meanings of modals. Journal of Child Language, 9, 659-666. doi:10.1017/S0305000900004967
15. Ironsmith, M., & Whitehurst, G. J. (1978). The development of listener abilities in communication: How children deal with ambiguous information. Child Development, 49, 348-352. doi:10.2307/1128697
16. Kelley, C. M., & Lindsay, D. S. (1993). Remembering mistaken for knowing: Ease of retrieval as a basis for confidence in answers to general knowledge questions. Journal of Memory and Language, 32, 1-24.
17. Koriat, A. (1993). How do we know that we know? The accessibility model of the feeling of knowing. Psychological Review, 100, 609-639. doi:10.1037/0033-295X.100.4.609
18. Lockl, K., & Schneider, W. (2004). The effects of incentives and instructions on children's allocation of study time. European Journal of Developmental Psychology, 1, 153-169.
19. Markman, E. M. (1977). Realizing that you don't understand: A preliminary investigation. Child Development, 48, 986-992.
20. Mazzoni, G., & Nelson, T. O. (1995). Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 1263-1274. doi:10.1037/0278-7393.21.5.1263
21. Moore, C., Bryant, D., & Furrow, D. (1989). Mental terms and the development of certainty. Child Development, 60, 167-171. doi:10.2307/1131082
22. Myers, M., & Paris, S. G. (1978). Children's metacognitive knowledge about reading. Journal of Educational Psychology, 70, 680-690.
23. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 125-173). New York: Academic Press.
24. O'Neill, D. K. (1996). Two-year-old children's sensitivity to a parent's knowledge state when making requests. Child Development, 67, 659-677. doi:10.1111/j.1467-8624.1996.tb01758.x
25. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
26. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press.
27. Pillow, B. H. (1989). Early understanding of perception as a source of knowledge. Journal of Experimental Child Psychology, 47, 116-129. doi:10.1016/0022-0965(89)90066-0
28. Pillow, B. H. (1999). Children's understanding of inference and knowledge. Journal of Genetic Psychology, 160, 419-428.
29. Pillow, B. H. (2002). Children's and adults' evaluation of the certainty of deductive inferences, inductive inferences, and guesses. Child Development, 73, 779-792. doi:10.1111/1467-8624.00438
30. Pillow, B. H., Hill, V., Boyce, A., & Stein, C. (2000). Understanding inference as a source of knowledge: Children's ability to evaluate the certainty of deduction, perception, and guessing. Developmental Psychology, 36, 169-179. doi:10.1037/0012-1649.36.2.169
31. Poulin-Dubois, D., Sodian, B., Metz, U., Tilden, J., & Schoeppner, B. (2007). Out of sight is not out of mind: Developmental changes in infants' understanding of visual perception during the second year. Journal of Cognition and Development, 8, 401-425. doi:10.1080/15248370701612951
32. Pratt, C., & Bryant, P. (1990). Young children understand that looking leads to knowing (so long as they are looking into a single barrel). Child Development, 61, 973-982. doi:10.1111/j.1467-8624.1990.tb02835.x
33. Robinson, E. J., & Robinson, W. P. (1982). Knowing when you don't know enough: Children's judgments about ambiguous information. Cognition, 12, 267-280. doi:10.1016/0010-0277(82)90034-8
34. Robinson, E. J., Rowley, M. G., Beck, S. R., Carroll, D. J., & Apperly, I. A. (2006). Children's sensitivity to their own relative ignorance: Handling of possibilites under epistemic and physical uncertainty. Child Development, 77, 1642-1655. doi:10.1111/j.1467-8624.2006.00879.x
35. Ruffman, T. (1996). Do children understand the mind by means of simulation or a theory? Evidence from their understanding of inference. Mind & Language, 11, 388-414. doi:10.1111/j.1468-0017.1996.tb00053.x
36. Ruffman, T., & Olson, D. R. (1989). Children's ascriptions of knowledge to others. Developmental Psychology, 25, 601-606.
37. Shatz, M., Wellman, H. M., & Silber, S. (1983). The acquisition of mental verbs: A systematic investigation of the first reference to mental states. Cognition, 14, 301-321.
38. Singer, J. B., & Flavell, J. H. (1981). Development of knowledge about communication: Children's evaluations of explicitly ambiguous messages. Child Development, 52, 1211-1215. doi:10.2307/1129508
39. Sodian, B., Thoermer, C., & Dietrich, N. (2006). Two- to four-year-old children's differentiation of knowing and guessing in a non-verbal task. European Journal of Developmental Psychology, 3, 222-237. doi:10.1080/17405620500423173
40. Sodian, B., & Wimmer, H. (1987). Children's understanding of inference as source of knowledge. Child Development, 58, 424-433. doi:10.2307/1130519
41. Somerville, S. C., Hadkinson, B. A., & Greenberg, C. (1979). Two levels of inferential behavior in young children. Child Development, 50, 119-131. doi:10.2307/1129048
42. Tardif, T., Wellman, H. M., Fung, K. Y. F., Liu, D., & Fang, F. (2005). Preschoolers' understanding of knowing- that and knowing- how in the United States and Hong Kong. Developmental Psychology, 41, 562-573. doi:10.1037/0012-1649.41.3.562.
43. Taylor, M. (1988). Conceptual perspective taking: Children's ability to distinguish what they know from what they see. Child Development, 59, 703-718. doi:10.2307/1130570
44. Taylor, M., Esbensen, B. M., & Bennet, R. T. (1994). Children's understanding of knowledge acquisition: The tendency for children to report to have always known what they have just learned. Child Development, 65, 1581-1604. doi:10.1111/j.1467-8624.1994.tb00837.x
45. Wimmer, H., Hogrefe, G. J., & Perner, J. (1988). Children's understanding of informational access as a source of knowledge. Child Development, 59, 386-396. doi:10.2307/1130318