David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Mind and Language 24 (3):328-346 (2009)
Various researchers have suggested that below 7 years of age children do not recognize that they are the authority on knowledge about themselves, a suggestion that seems counter-intuitive because it raises the possibility that children do not appreciate their privileged first-person access to their own minds. Unlike previous research, children in the current investigation quantified knowledge and even 5-year-olds tended to assign relatively more to themselves than to an adult (Studies 1 and 2). Indeed, children's estimations were different from ratings made by their mothers: Their mothers sometimes rated themselves as knowing more about their child than they rated their child as knowing (Study 2). While previous research seemed to suggest that children shift from viewing their mother to viewing themselves as the authority on knowledge about them (the children), these new findings surprisingly suggest the opposite.
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References found in this work BETA
Timothy D. Wilson (2002). Strangers to Ourselves: Discovering the Adaptive Unconscious. Harvard University Press.
Sarah Hulme, Peter Mitchell & David Wood (2003). Six-Year-Olds' Difficulties Handling Intensional Contexts. Cognition 87 (2):73-99.
P. Mitchell, E. J. Robinson, J. E. Isaacs & R. M. Nye (1996). Contamination in Reasoning About False Belief: An Instance of Realist Bias in Adults but Not Children. Cognition 59 (1):1-21.
Josef Perner & Graham Davies (1991). Understanding the Mind as an Active Information Processor: Do Young Children Have a “Copy Theory of Mind”? Cognition 39 (1):51-69.
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