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Children's working understanding of the knowledge gained from seeing and feeling

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Robinson, Elizabeth J., Haigh, S. N. and Pendle, J. E. C.. (2008) Children's working understanding of the knowledge gained from seeing and feeling. Developmental Science, Vol.11 (No.2). pp. 299-305. ISSN 1363-755x

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Official URL: http://dx.doi.org/10.1111/j.1467-7687.2008.00676.x

Abstract

In three Experiments, (N = 48 3- to 4-year olds; 100 3- to 5-year olds; 54 4-yearolds), children who could see or feel a target toy, recognized when they had sufficient information to answer “Which one is it?” and when they needed additional access. They were weaker at taking the informative modality of access when the choice was between seeing more of a partially visible toy and feeling it; at doing so when the target was completely hidden; and at reporting seeing or feeling as their source of knowledge of the target’s identity having experienced both. Working understanding of the knowledge gained from seeing and feeling (identifying the target efficiently) was not necessarily in advance of explicit understanding (reporting the informative source).

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Divisions:	Faculty of Science > Psychology
Library of Congress Subject Headings (LCSH):	Comprehension, Uncertainty, Knowledge, Theory of
Journal or Publication Title:	Developmental Science
Publisher:	Blackwell
ISSN:	1363-755x
Date:	10 March 2008
Volume:	Vol.11
Number:	No.2
Page Range:	pp. 299-305
Identification Number:	10.1111/j.1467-7687.2008.00676.x
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/63