Opinion versus Knowledge: The Influence of Testimony Format on Children's Judgments in Morally Relevant Contexts

Autor/inn/en	Noh, Jee Young; Elenbaas, Laura Marie; Park, Kyung Ja; Chung, Young Sun; Killen, Melanie
Titel	Opinion versus Knowledge: The Influence of Testimony Format on Children's Judgments in Morally Relevant Contexts
Quelle	In: Early Education and Development, 28 (2017) 2, S.240-254 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1197013
Schlagwörter	Children; Value Judgment; Opinions; Peer Relationship; Adults; Foreign Countries; Ambiguity (Context); Decision Making; South Korea + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Werturteil; Lehrmeinung; Peer-Beziehungen; Ausland; Decision-making; Entscheidungsfindung; Korea; Republik
Abstract	Research Findings: To test children's use of testimony of others, 3-9 years (N = 227) made judgments about a potential peer transgression in which the intentions of the protagonist were ambiguous, after hearing two different forms of testimony. The 2 forms of testimony were (a) opposing "opinion-based" testimony from an adult authority versus a peer consensus group and (b) "knowledge-based" testimony (eyewitness testimony) that was counter to the participants' initial judgments. Findings revealed that when testimony was presented in an opinion-based format, children were likely to side with the opinion that reflected their own interpretation of the peer encounter, regardless of whether the opinion came from a peer consensus or an adult authority. However, when knowledge-based testimony was introduced in support of the opposite of children's initial interpretation of the ambiguous peer encounter, children most often changed their initial judgment to align with the new testimony. That is, children used knowledge-based testimony but not opinion-based testimony to evaluate a potential transgression. Practice or Policy: These findings demonstrate that the way in which testimony is delivered to children has a direct influence on their decision making about peer interactions and has relevance for teacher-student discourse in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01