Beyond Semantic Accuracy: Preschoolers Evaluate a Speaker's Reasons

Autor/in	Koenig, Melissa A.
Titel	Beyond Semantic Accuracy: Preschoolers Evaluate a Speaker's Reasons
Quelle	In: Child Development, 83 (2012) 3, S.1051-1063 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01742.x
Schlagwörter	Evidence; Semantics; Preschool Children; Child Development; Trust (Psychology); Beliefs; Inferences; Observation; Information Seeking; Cognitive Processes; Cognitive Development; Interpersonal Communication + Suchen Sie Ihr Suchwort? Evidenz; Semantik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Belief; Glaube; Inference; Inferenz; Beobachtung; Informationserschließung; Cognitive process; Kognitiver Prozess; Kognitive Entwicklung; Interpersonale Kommunikation
Abstract	Children's sensitivity to the quality of epistemic reasons and their selective trust in the more reasonable of 2 informants was investigated in 2 experiments. Three-, 4-, and 5-year-old children (N = 90) were presented with speakers who stated different kinds of evidence for what they believed. Experiment 1 showed that children of all age groups appropriately judged looking, reliable testimony, and inference as better reasons for belief than pretense, guessing, and desiring. Experiment 2 showed that 3- and 4-year-old children preferred to seek and accept new information from a speaker who was previously judged to use the "best" way of thinking. The findings demonstrate that children distinguish certain good from bad reasons and prefer to learn from those who showcased good reasoning in the past. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10