‘I Don't Know’: Children's Early Talk About Knowledge

<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>