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Scholars Day: April 10, 2013

Young Children's Ability to Reflect on Their Word Knowledge

When asking a child whether they know a particular word or not, previous research suggests children are not reliably accurate (Merriman, Lipko, & Evey, 2008). The current research proposes that there are two possible causes of this inaccuracy, question type and a child’s unwillingness to admit ignorance. Currently, 34 children (mean age = 44 months) have been asked two questions. One question asks them to judge whether or not a word is real. The other asks if the word is one the child knows. Children are assigned to one of two groups, Modeling or No Modeling. In the modeling group, children observe an adult answering the two questions. If modeling is influential, children’s word knowledge accuracy should increase. To date, question type appears to significantly influence children’s accuracy in that children are more accurate when asked if they know a word vs. if a word is real or not.

Presenters: Amanda Cotter (Undergraduate Student)
Gina Stephan (Undergraduate Student)
Topic: Psychology
Location: 216 Hartwell
Time: 9:40 am (Session I)
Please note that presentation times are approximate. If you are interested in attending sessions with multiple presentations, please be in the room at the start of the session.