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

• Autores: Michael Rohwer, Daniela Kloo, Josef Perner
• Localización: Child development, ISSN 0009-3920, Vol. 83, Nº. 6, 2012, págs. 1869-1883
• Idioma: inglés
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• Resumen

  • Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety-two 3- to 7-year-olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3-year-olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3- to 7-year-olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children’s developing theory of knowledge are discussed.