Verbal Information Hinders Young Children's Ability to Gain Modality Specific Knowledge

被引:4
作者
Waters, Gillian M. [1 ]
Beck, Sarah R. [2 ]
机构
[1] Univ Bradford, Div Psychol, Bradford BD7 1DP, W Yorkshire, England
[2] Univ Birmingham, Sch Psychol, Birmingham B15 2TT, W Midlands, England
来源
INFANT AND CHILD DEVELOPMENT | 2015年 / 24卷 / 05期
关键词
aspectuality; verbal descriptions; perceptual experience; sources of knowledge; EPISODIC MEMORY; AUTONOETIC CONSCIOUSNESS; ACCESS; EVENT; MIND;
D O I
10.1002/icd.1901
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
In two experiments, we investigated whether having prior experience of objects influenced young children's ability to solve a metacognitive search task, based on the objects' perceptual properties. In Experiment 1, 100 children (mean age 77months) chose whether to look or feel to locate one of two hidden balls (identifiable by sight or touch). Before choosing, children were told about the balls' perceptual properties (i.e. their colour and feel'), and/or saw and touched them, or had no pre-trial experience of them at all. Children who only had self-directed contact with the balls performed best, but children who heard the objects described by an adult performed relatively poorly. In Experiment 2, 116 children (mean age 72months) either heard only relevant, relevant and irrelevant, or no information about the objects before completing the task. Verbal descriptions of the balls (whether or not they contained irrelevant information) caused children difficulties. Copyright (c) 2015 John Wiley & Sons, Ltd.
引用
收藏
页码:538 / 548
页数:11
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