Thinking about Representations: The Case of Opaque Contexts

Autor/inn/en	Kamawar, Deepthi; Olson, David R.
Titel	Thinking about Representations: The Case of Opaque Contexts
Quelle	In: Journal of Experimental Child Psychology, 108 (2011) 4, S.734-746 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2010.10.005
Schlagwörter	Form Classes (Languages); Cognitive Development; Children; Evaluation Methods; Age Differences; Context Effect; Child Psychology + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Kognitive Entwicklung; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Kinderpsychologie
Abstract	To address the question of whether young children are differentially sensitive to referential opacity, an advanced Theory of Mind skill, we assessed 4-, 6-, and 8-year-olds on three types of opaque contexts: epistemic, quotational, and intentional. Children's performance improved as a function of age and varied significantly by opacity type. Performance was best for epistemic opacity (using the verb "know") and poorest for intentional opacity (using "mean to"), with quotational opacity (using "said") falling in-between. Importantly, the current results suggest that children's sensitivity to referential opacity is not an all-or-nothing competence but rather one that varies across the contexts examined. Possible reasons for this variability are discussed. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10