Interactions Between Knowledge and Testimony in Children's Reality-Status Judgments.
Interactions Between Knowledge and Testimony in Children's Reality-Status Judgments.
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DOI：
10.1080/15248372.2015.1061529
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Woolley JD
中科院分区：
文献类型：
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作者：
Lopez-Mobilia G;Woolley JD
在两项研究中，我们试图捕捉儿童的现实状态判断的信息处理能力。40名5至6岁的儿童和53名7至8岁的儿童听到了与儿童世界知识相匹配的新实体（动物）。在听到每个实体后，孩子们可以立即猜测现实状态，也可以先听证词。举报人的专业知识和证词各不相同，有的支持，有的否认这些实体的存在。结果显示，儿童能够评估新的信息和他们现有的知识之间的配合，这些信息，然后决定是否寻求证词。当新的信息与儿童的知识不冲突，但也不代表儿童的知识时，证词的效果最强。
In two studies we attempt to capture the information processing abilities underlying children’s reality-status judgments. Forty 5- to 6-year-olds and 53 7- to 8-year-olds heard about novel entities (animals) that varied in their fit with children’s world knowledge. After hearing about each entity, children could either guess reality status immediately or listen to testimony first. Informants varied in their expertise and in their testimony, which either supported or refuted the entities’ existence. Results revealed that children were able to evaluate the fit between the new information and their existing knowledge; this information then governed their decision regarding whether to seek testimony. Testimony had the strongest effect when new information did not conflict with, but was also not representative of, children’s knowledge.