TY - JOUR
T1 - Children's sensitivity to their own relative ignorance: Handling of possibilities under epistemic and physical uncertainty
AU - Robinson, Elizabeth
AU - Rowley, M
AU - Beck, Sarah
AU - Carroll, Daniel
AU - Apperly, Ian
PY - 2006/11/1
Y1 - 2006/11/1
N2 - Children more frequently specified possibilities correctly when uncertainty resided in the physical world (physical uncertainty) than in their own perspective of ignorance (epistemic uncertainty). In Experiment 1 (N=61), 4- to 6-year-olds marked both doors from which a block might emerge when the outcome was undetermined, but a single door when they knew the block was hidden behind one door. In Experiments 2 (N=30; 5- to 6-year-olds) and 3 (N=80; 5- to 8-year-olds), children placed food in both possible locations when an imaginary pet was yet to occupy one, but in a single location when the pet was already hidden in one. The results have implications for interpretive theory of mind and "curse of knowledge."
AB - Children more frequently specified possibilities correctly when uncertainty resided in the physical world (physical uncertainty) than in their own perspective of ignorance (epistemic uncertainty). In Experiment 1 (N=61), 4- to 6-year-olds marked both doors from which a block might emerge when the outcome was undetermined, but a single door when they knew the block was hidden behind one door. In Experiments 2 (N=30; 5- to 6-year-olds) and 3 (N=80; 5- to 8-year-olds), children placed food in both possible locations when an imaginary pet was yet to occupy one, but in a single location when the pet was already hidden in one. The results have implications for interpretive theory of mind and "curse of knowledge."
UR - http://www.scopus.com/inward/record.url?scp=33750908268&partnerID=8YFLogxK
U2 - 10.1111/j.1467-8624.2006.00964.x
DO - 10.1111/j.1467-8624.2006.00964.x
M3 - Article
C2 - 17107451
VL - 77
SP - 1642
EP - 1655
JO - Child Development
JF - Child Development
IS - 6
ER -