Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong.
Preschoolers' understanding of knowing-that and knowing-how in the United States and Hong Kong.
复制标题
美国和香港学龄前儿童对“知道”和“知道如何”的理解。
DOI：
10.1037/0012-1649.41.3.562
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Fang,Fuxi
中科院分区：
文献类型：
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作者：
Tardif,Twila;Wellman,HenryM;Fung,KittyYauFong;Liu,David;Fang,Fuxi
在美国中西部的一个小城市和中国香港的一个郊区，对3岁、4岁和5岁的儿童（N= 388）进行了两项关于学龄前儿童对“知道-那”和“知道-怎样”影响的理解的实验。通过使用英语和汉语的样本，作者研究了儿童对“知道”和“知道如何”的理解差异，以及不同类型的语言标记对这些概念理解的影响。在两项研究中，在两个地点，以及在判断自我或他人的知识时，儿童对知识的理解先于他们对知识的理解。这些发现对心智理论发展的普遍模式和文化如何影响心智理论发展的影响进行了讨论。（PsycINFO数据库记录(c) 2016 APA，版权所有）
Two experiments on preschoolers' understanding of the effects of exposure on knowing-that and knowing-how were conducted with 3-, 4-, and 5-year-old children (N= 388) in 2 locations: a small midwestern city in the United States and a suburban area of Hong Kong, China. By using both English-and Chinese-speaking samples, the authors examined differences in children's understanding of knowing-that and knowing-how as well as the impact of different types of linguistic markers on the understanding of these concepts. Across both studies, in both locations, and for judging the knowledge of self or of others, children's understanding for knowing-that preceded their understanding for knowing-how. Implications of these findings both for universal patterns of theory-of-mind development and for how culture may impact on that development are discussed.(PsycINFO Database Record (c) 2016 APA, all rights reserved)