Pointing Disrupts Preschoolers' Ability to Discriminate between Knowledgeable and Ignorant Informants

Autor/inn/en	Palmquist, Carolyn M.; Burns, Heather E.; Jaswal, Vikram K.
Titel	Pointing Disrupts Preschoolers' Ability to Discriminate between Knowledgeable and Ignorant Informants
Quelle	In: Cognitive Development, 27 (2012) 1, S.54-63 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2011.07.002
Schlagwörter	Preschool Children; Nonverbal Communication; Reinforcement; Knowledge Level; Credibility; Value Judgment; Cues; Context Effect + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Positive Verstärkung; Wissensbasis; Glaubwürdigkeit; Werturteil; Stichwort
Abstract	By 4 years of age, children have been reinforced repeatedly for searching where they see someone point. In two studies, we asked whether this history of reinforcement could interfere with young children's ability to discriminate between a knowledgeable and an ignorant informant. Children watched as one informant hid a sticker while another turned around, and then both informants indicated where they though the sticker was, either by pointing or by using a less practiced means of reference. Children failed to discriminate between the two informants when they pointed, but they chose the location indicated by the knowledgeable informant when the informants used a cue other than pointing. Pointing can disrupt as basic an understanding as the link between seeing and knowing. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10