You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Children's Understanding of Informational Access as Source of Knowledge
Heinz Wimmer, G.-Jürgen Hogrefe and Josef Perner
Vol. 59, No. 2 (Apr., 1988), pp. 386-396
Stable URL: http://www.jstor.org/stable/1130318
Page Count: 11
You can always find the topics here!Topics: Children, Child development, Child psychology, Personal knowledge, Inference, Visual perception, Experimentation, Perception, Developmental psychology, Age groups
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
A sharp improvement was found between 3 years and 5 years in children's understanding of the role of visual perception and linguistic communication in knowledge formation. Although children at any age were able to obtain knowledge and could reliably introspect on the existence of knowledge obtained through visual and linguistic information, most 3- and some 4-year-olds seemed completely ignorant about the causal connection between access to an informational source and resulting knowledge. They could not tell how they themselves had acquired a particular piece of knowledge (i. e., whether they had been shown or told). They were also incapable of assessing another person's knowledge of a fact on the basis of observing that person being deprived of or being given information about that fact.
Child Development © 1988 Society for Research in Child Development