'I Don't Know': Children's Early Talk About Knowledge. (June 2017)

• Record Type: Journal Article
• Authors: Harris, Paul L.; Yang, Bei; Cui, Yixin
• Is Part Of: Mind & language. Volume 32:Number 3(2017:Jun.)
• Page Start: 283
• Page End: 307
• Publication Date: 2017-06
• Subjects: Psycholinguistics -- Periodicals; Thought and thinking -- Periodicals; Language and languages -- Philosophy -- Periodicals; 153.42
• DOI: 10.1111/mila.12143
• Languages: English
• ISSNs: 0268-1064

Abstract

Abstract: Children's utterances from late infancy to 3 years of age were examined to infer their conception of knowledge. In Study 1, the utterances of two English‐speaking children were analysed and in Study 2, the utterances of a Mandarin‐speaking child were analysed – in both studies, for their use of the verb know . Both studies confirmed that know and not know were used to affirm, query or deny knowledge, especially concerning an ongoing topic of conversation. References to a third party were rare. By implication, 2‐year‐olds have a conception of knowledge that underpins their exchange of information in conversation. Implications for the child's developing theory of mind are discussed.