Preschool Children Rarely Seek Empirical Data That Could Help Them Complete a Task When Observation and Testimony Conflict.
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| Title: | Preschool Children Rarely Seek Empirical Data That Could Help Them Complete a Task When Observation and Testimony Conflict. |
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| Authors: | Hermansen, Tone K. (AUTHOR), Ronfard, Samuel (AUTHOR), Harris, Paul L. (AUTHOR), Zambrana, Imac M. (AUTHOR) |
| Source: | Child Development. Nov/Dec2021, Vol. 92 Issue 6, p2546-2562. 17p. 1 Diagram, 3 Charts, 5 Graphs. |
| Subjects: | Preschool children, Music box, Figurines, Categorization (Psychology), Testimony (Theory of knowledge), Observation (Educational method), Conflict (Psychology) in children |
| Abstract: | Children (N = 278, 34–71 months, 54% girls) were told which of two figurines turned on a music box and also observed empirical evidence either confirming or conflicting with that testimony. Children were then asked to sort novel figurines according to whether they could make the music box work or not. To see whether children would explore which figurine turned on the music box, especially when the observed and testimonial evidence conflicted, children were given access to the music box during their sorting. However, children rarely explored. Indeed, they struggled to disregard the misleading testimony both when sorting the figurines and when asked about a future attempt. In contrast, children who explored the effectiveness of the figurines dismissed the misleading testimony. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Children (N = 278, 34–71 months, 54% girls) were told which of two figurines turned on a music box and also observed empirical evidence either confirming or conflicting with that testimony. Children were then asked to sort novel figurines according to whether they could make the music box work or not. To see whether children would explore which figurine turned on the music box, especially when the observed and testimonial evidence conflicted, children were given access to the music box during their sorting. However, children rarely explored. Indeed, they struggled to disregard the misleading testimony both when sorting the figurines and when asked about a future attempt. In contrast, children who explored the effectiveness of the figurines dismissed the misleading testimony. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.13612 |
