Young children are not reliably accurate in their understanding of the relationship between seeing and knowing (Rohwer et. al., 2012). For example, young children struggle with partial knowledge tasks in which they have some information about a hidden object but not a sufficient amount to make an accurate knowledge judgment about that object. Previous research found that modeling impacted young children’s word knowledge judgment accuracy (Cotter & Stephan, 2013). The current research proposes that modeling will have a similar effect on performance on a partial knowledge task. Children are randomly assigned to one of four conditions, two of which use a modeling task while the other two use a non-related task. In the modeling conditions, children watch an adult participate in partial and complete hiding tasks and then participate in the tasks themselves. Children’s knowledge judgment accuracy will be measured and compared among the four conditions.
|Presenters:||Jennette Mollura (Undergraduate Student)
Gina Stephan (Undergraduate Student)
|Time:||1:15 pm Session III|