'I Don't Know': Children's Early Talk About Knowledge. (June 2017) - Harris, Paul L.
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.