Young children's awareness of the origins of their mental representations

Datos Bibliográficos

ID9787763
AutoresJacqueline D Woolley (0000-0002-4384-7688, autor de correspondencia), Marc J Bruell (The University of Texas at Austin)
Año1996
Volumen32
Número2
Páginas335-346
Fecha de publicación1996-03-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037//0012-1649.32.2.335
OpenAlexW4256655846
IdiomaEN
Citas recibidas6
Referencias citadas6

A series of studies addressed preschool-age children's ability to identify and remember the epistemic and imaginal origins of their mental representations. Study 1 revealed that children as young as 3 were able to differentiate imaginal from perceptual origins. Study 2 explored children's ability to differentiate representations formed through inference from those formed through imagination and seeing. Results revealed that 3-, 4-, and 5-year-olds differed significantly in their ability to identify and remember the sources of their mental representations. Identifying and remembering inference was the most difficult for all age groups. Results from Study 3 rule out the possibility that incorrect performance in Studies I and 2 resulted from an inability to remember the objects used in the tasks. Results from these studies indicate that children as young as 3 are able to differentiate mental representations based on fiction from those based on fact, but that this ability continues to develop throughout the preschool years

Cognition · Cognitive psychology · Developmental psychology · Mental representation · Psychiatry · Child and Animal Learning Development · Child Therapy and Development · Developmental and Educational Neuropsychology · Educational Strategies and Epistemologies · Memory Processes and Influences · Psychology