Only Familiar Information Is a "Curse": Children's Ability to Predict What Their Peers Know

Autor/inn/en	Ghrear, Siba; Fung, Klint; Haddock, Taeh; Birch, Susan A. J.
Titel	Only Familiar Information Is a "Curse": Children's Ability to Predict What Their Peers Know
Quelle	In: Child Development, 92 (2021) 1, S.54-75 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghrear, Siba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13437
Schlagwörter	Prediction; Peer Relationship; Social Cognition; Interpersonal Competence; Inferences; Preschool Children; Young Children; Perspective Taking; Task Analysis; Misconceptions; Attribution Theory; Knowledge Level; Familiarity + Suchen Sie Ihr Suchwort? Vorhersage; Peer-Beziehungen; Soziale Kognition; Interpersonale Kompetenz; Inference; Inferenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Zukunftsperspektive; Aufgabenanalyse; Missverständnis; Wissensbasis
Abstract	The ability to make inferences about what one's peers know is critical for social interaction and communication. Three experiments (n = 309) examined the curse of knowledge, the tendency to be biased by one's knowledge when reasoning about others' knowledge, in children's estimates of their peers' knowledge. Four- to 7-year-olds were taught the answers to factual questions and estimated how many peers would know the answers. When children learned familiar answers, they showed a curse of knowledge in their peer estimates. But, when children learned unfamiliar answers to the same questions, they did not show a curse of knowledge. These data shed light on the mechanisms underlying perspective taking, supporting a fluency misattribution account of the curse of knowledge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01