Literaturnachweis - Detailanzeige
Autor/in | Fitneva, Stanka A. |
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Titel | Children's Representation of Child and Adult Knowledge |
Quelle | In: Journal of Cognition and Development, 11 (2010) 4, S.458-484 (27 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1524-8372 |
Schlagwörter | Preschool Children; Beliefs; Adults; Age Differences; Correlation; Relationship; Knowledge Level; Childhood Attitudes; Epistemology; Metacognition Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belief; Glaube; Age; Difference; Age difference; Altersunterschied; Korrelation; Wechselbeziehung; Wissensbasis; Erkenntnistheorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition |
Abstract | Do children think that adult knowledge subsumes or only partially overlaps child knowledge? Sixty-four 4- and 6-year-old children were asked either whether a child and an adult know the answers to questions tapping adult- and child-specific knowledge (Experiment 1) or to whom each question should be addressed (Experiment 2). Children were also asked directly about the existence of child-specific knowledge. The experiments provided converging evidence that beliefs about child-specific knowledge are relatively limited among 4-year-olds but become well articulated by age 6. The findings contribute to understanding the development of children's beliefs about the relation between knowledge and age. (Contains 1 table, 5 figures, and 2 footnotes.) (As Provided). |
Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |