Beteiligte: | , , |
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In: | Mind & Language, 32, 2017, 3, S. 283-307 |
veröffentlicht: |
Wiley
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 283-307 |
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ISSN: |
0268-1064
1468-0017 |
DOI: | 10.1111/mila.12143 |
veröffentlicht in: | Mind & Language |
Sprache: | Englisch |
Schlagwörter: | |
Kollektion: | Wiley (CrossRef) |
<jats:title>Abstract</jats:title><jats:p>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 <jats:italic>know</jats:italic>. Both studies confirmed that <jats:italic>know</jats:italic> and <jats:italic>not know</jats:italic> 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.</jats:p> |