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‘I Don't Know’: Children's Early Talk About Knowledge
Author(s) -
Harris Paul L.,
Yang Bei,
Cui Yixin
Publication year - 2017
Publication title -
mind and language
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.905
H-Index - 68
eISSN - 1468-0017
pISSN - 0268-1064
DOI - 10.1111/mila.12143
Subject(s) - conversation , psychology , linguistics , need to know , theory of mind , mandarin chinese , philosophy , cognition , computer science , communication , computer security , neuroscience
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.