Thu, 21 Aug 2008 02:21:11 BST CiteULike: xpknow empirical http://www.citeulike.org/user/xpknow/tag/empirical CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/xpknow/article/977595 <i>Psychol Sci, Vol. 15, No. 10. (October 2004), pp. 694-698.</i><br /><br />The extent to which young children monitor and use the truth of assertions to gauge the reliability of subsequent testimony was examined. Three- and 4-year-old children were presented with two informants, an accurate labeler and an inaccurate labeler. They were then invited to learn names for novel objects from these informants. The children correctly monitored and identified the informants on the basis of the truth of their prior labeling. Furthermore, children who explicitly identified the unreliable or reliable informant across two tasks went on to demonstrate selective trust in the novel information provided by the previously reliable informant. Children who did not consistently identify the unreliable or reliable informant proved indiscriminate. Trust in testimony: children's use of true and false statements. MA Koenig F Clément PL Harris doi:10.1111/j.0956-7976.2004.00742.x Psychol Sci, Vol. 15, No. 10. (October 2004), pp. 694-698. 2006-12-07T04:28:13-00:00 2004 Psychol Sci 0956-7976 15 10 694 698 empirical evidence trust http://www.citeulike.org/user/xpknow/article/850168 <i>Psychological Science, Vol. 17, No. 9. (September 2006), pp. 757-758.</i> Adults Don't Always Know Best: Preschoolers Use Past Reliability Over Age When Learning New Words Jaswal K Vikram Neely A Leslie doi:10.1111/j.1467-9280.2006.01778.x Psychological Science, Vol. 17, No. 9. (September 2006), pp. 757-758. 2006-09-19T21:44:56-00:00 2006 Psychological Science 0956-7976 17 9 757 758 Blackwell Publishing empirical evidence http://www.citeulike.org/user/xpknow/article/977541 <i>Cognitive Development, Vol. 19, No. 4. ( 2004), pp. 457-477.</i><br /><br />The relation between preschoolers' concept of teaching and theory of mind was explored to determine if there is a developmental change in understanding how teaching depends on knowledge and belief. The study tested whether 3- to 6-year-olds thought the awareness of a knowledge difference is necessary for teaching. The 3- and 4-year-olds understood teaching stories with clear knowledge differences and could correctly use that information to specify the teacher and learner. The 5- and 6-year-olds, who performed well on a standard false belief task, further understood that it was the teacher's belief about the knowledge difference that would actually govern teaching. The conceptual link to teaching suggests that theory of mind is critical for understanding other forms of knowledge acquisition besides perceptual access. Children's understanding of teaching: the role of knowledge and belief Margalit Ziv Douglas Frye doi:10.1016/j.cogdev.2004.09.002 Cognitive Development, Vol. 19, No. 4. ( 2004), pp. 457-477. 2006-12-07T03:38:01-00:00 2004 Cognitive Development 19 4 457 477 belief empirical knowing teaching http://www.citeulike.org/user/xpknow/article/56137 <i>Contemporary Educational Psychology, Vol. 29, No. 1. (January 2004), pp. 77-94.</i> Missing the point or missing the norms? Epistemological norms as predictors of students' ability to identify fallacious arguments M Weinstock Y Neuman I Tabak doi:10.1016/S0361-476X(03)00024-9 Contemporary Educational Psychology, Vol. 29, No. 1. (January 2004), pp. 77-94. 2004-12-28T18:00:42-00:00 2004 Contemporary Educational Psychology 0361-476X 29 1 77 94 Elsevier Science empirical evidence knowing http://www.citeulike.org/user/xpknow/article/523094 <i>Child Development, Vol. 50, No. 3. (1979), pp. 643-655.</i><br /><br />2 factors were proposed to affect awareness of one's comprehension failure: the inferential processing requirements, and the kind of standards against which comprehension is evaluated. These studies investigated elementary school children's awareness of their own comprehension failure when presented with inconsistent information. Study 1 showed that children were more likely to notice explicit than implicit contradictions. However, even 12-year-olds judged as comprehensible a sizable proportion of essays with seemingly obvious inconsistencies. Yet, the children had good probed recall of the information, the logical capacity to draw the inferences, and were not generally reluctant to question the experimenter. In subsequent studies children were (a) asked to repeat sentences in order to guarantee that the 2 inconsistent propositions were concurrently activated in working memory, and (b) warned about the existence of a problem in order to promote more careful evaluation. Taken together, the results suggest that to notice inconsistencies children have to encode and store the information, draw the relevant inferences, retrieve and maintain the (inferred) propositions in working memory, and compare them. Third through sixth graders do not spontaneously carry out those processes that they are capable of carrying out. Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies Ellen Markman Child Development, Vol. 50, No. 3. (1979), pp. 643-655. 2006-02-26T23:02:16-00:00 1979 Child Development 50 3 643 655 awareness empirical evidence