Taylor M, Esbensen B M, Bennett R T
Department of Psychology, University of Oregon, Eugene 97403.
Child Dev. 1994 Dec;65(6):1581-604. doi: 10.1111/j.1467-8624.1994.tb00837.x.
Children's attention to knowledge-acquisition events was examined in 4 experiments in which children were taught novel facts and subsequently asked how long they had known the new information. In Experiment 1, 4- and 5-year-olds tended to claim they had known novel animal facts for a long time and also reported that other children would know the novel facts. This finding was replicated in Experiment 2, using facts associated with chemistry demonstrations. In Experiments 3 and 4, children were taught new color words. 5-year-olds, but not 4-year-olds, distinguished between novel and familiar color words, reporting they had not known the novel words before the test session, but they had always known the familiar words. 4-year-olds in Experiment 4 were better able to distinguish novel and familiar color words when the teaching of the novel words was an explicit and salient part of the procedure.
在4项实验中，研究人员考察了儿童对知识获取事件的关注情况。在这些实验中，研究人员向儿童传授新的事实，随后询问他们知道这些新信息有多长时间了。在实验1中，4岁和5岁的儿童倾向于声称他们早就知道了新的动物知识，并且还表示其他孩子也会知道这些新事实。在实验2中，使用与化学演示相关的事实重复了这一发现。在实验3和4中，研究人员向儿童教授新的颜色词。5岁的儿童能够区分新的和熟悉的颜色词，而4岁的儿童则不能。5岁儿童报告说，在测试之前他们不知道新的颜色词，但他们一直都知道熟悉的颜色词。在实验4中，当新颜色词的教学是该过程中明确且突出的一部分时，4岁儿童能更好地区分新的和熟悉的颜色词。
