<HTML dir=ltr><HEAD><TITLE>two questions please</TITLE>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Annette, Your second question (in your more recent inquiry) is relevant to research from three areas – theory of mind, episodic and autobiographical memory, and source monitoring.<SPAN style="mso-spacerun: yes"> </SPAN>The short answer is that 5 year-olds should be capable of distinguishing self experience from reported accounts.<SPAN style="mso-spacerun: yes"> </SPAN>But 3- and 4-year-olds may have difficulties with that, and even adults do some of the time.<SPAN style="mso-spacerun: yes"> </SPAN>Here are some relevant references: </FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Ceci, S. J., & Bruck, M. (1993). Suggestibility of the child witness: A historical review and synthesis. <I>Psychological Bulletin, 113</I>, 403-439.</FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-layout-grid-align: none"><FONT face="Times New Roman" size=3>Nelson, K. (2001). Language and the Self: From the "Experiencing I" to the "Continuing Me". In C. Moore & K. Lemmon (Eds.), <I>The self in time: Developmental Issues</I> (pp. 15-34). <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:place><st1:City>Mahway</st1:City> <st1:State>NJ</st1:State></st1:place>: Erlbaum.</FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-layout-grid-align: none"><FONT size=3><FONT face="Times New Roman">Nelson, K. (2005). Emerging levels of consciousness in early human development. In H. S. Terrace & J. Metcalfe (Eds.), <I>The Missing Link in Cognition: Origins of Self-Reflective Consciousness</I> (pp. 116-141). <st1:State><st1:place>New York</st1:place></st1:State>: <st1:place><st1:PlaceName>Oxford</st1:PlaceName> <st1:PlaceType>University</st1:PlaceType></st1:place> Press.<o:p></o:p></FONT></FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-layout-grid-align: none"><FONT size=3><FONT face="Times New Roman">Nelson, K. (2005). Language pathways to the community of minds. In J. W. Astington & J. Baird (Eds.), <I>Why language matters to theory of mind</I>. <st1:State><st1:place>New York</st1:place></st1:State>: <st1:place><st1:PlaceName>Oxford</st1:PlaceName> <st1:PlaceType>University</st1:PlaceType></st1:place> Press.<o:p></o:p></FONT></FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Nelson, K., & Fivush, R. (2004). The Emergence of Autobiographical Memory: A Social Cultural Developmental Theory. <I>Psychological Review, 111</I>, 486-511.</FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Perner, J. (2001). Episodic Memory: Essential distinctions and developmental implications. In C. Moore & K. Lemmon (Eds.), <I>The self in time: Developmental Perspectives</I> (pp. 181-202). <st1:place><st1:City>Mahwah</st1:City> <st1:State>NJ</st1:State></st1:place>: Erlbaum.</FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Roberts, K. P., & Blades, M. (Eds.). (2000). <I>Children's Source Monitoring</I>. <st1:place><st1:City>Mahwah</st1:City>, <st1:State>NJ</st1:State></st1:place>: ERlbaum Assoc.</FONT></P>
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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Best,</FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>Katherine</FONT></P></FONT></DIV></DIV>
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<FONT face=Tahoma size=2><B>From:</B> info-childes@mail.talkbank.org on behalf of Annette Karmiloff-Smith<BR><B>Sent:</B> Wed 9/13/2006 7:31 AM<BR><B>To:</B> info-childes@mail.talkbank.org; dev-europe@lboro.ac.uk<BR><B>Subject:</B> two questions please<BR></FONT><BR></DIV>
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<P><FONT size=2>First, thanks to all those on CHILDES and<BR>dev-europe who answered my query about babbling.<BR>These are such wonderful networks. I have, if I<BR>may, two more questions.<BR><BR>1. Can anyone point me to research testing<BR>whether young children learn information better<BR>when it is embedded in song and/or dance, rather<BR>than purely in spoken language?<BR><BR>2. Would five year olds be able to distinguish<BR>something that actually happened from something<BR>they are repeatedly told by an adult had<BR>happened? Relevant research pointers?<BR><BR>Many thanks, as always,<BR>Annette<BR><BR><BR>§--<BR>________________________________________________________________<BR>Professor A.Karmiloff-Smith, CBE, FBA, FMedSci,<BR>Head, Neurocognitive Development Unit,<BR>Institute of Child Health,<BR>30 Guilford Street,<BR>London WC1N 1EH, U.K.<BR>tel: 0207 905 2754<BR>sec: 0207 905 2334<BR><A href="http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html">http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html</A><BR><BR><BR></FONT></P></DIV></BODY></HTML>