two questions please

[Nelson, Katherine]

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.  The short answer is that 5 year-olds should be capable of distinguishing self experience from reported accounts.  But 3- and 4-year-olds may have difficulties with that, and even adults do some of the time.  Here are some relevant references: 

 

Ceci, S. J., & Bruck, M. (1993). Suggestibility of the child witness: A historical review and synthesis. Psychological Bulletin, 113, 403-439.

 

Nelson, K. (2001). Language and the Self: From the "Experiencing I" to the "Continuing Me". In C. Moore & K. Lemmon (Eds.), The self in time: Developmental Issues (pp. 15-34). Mahway NJ: Erlbaum.

 

Nelson, K. (2005). Emerging levels of consciousness in early human development. In H. S. Terrace & J. Metcalfe (Eds.), The Missing Link in Cognition: Origins of Self-Reflective Consciousness (pp. 116-141). New York: Oxford University Press.

 

Nelson, K. (2005). Language pathways to the community of minds. In J. W. Astington & J. Baird (Eds.), Why language matters to theory of mind. New York: Oxford University Press.

 

Nelson, K., & Fivush, R. (2004). The Emergence of Autobiographical Memory: A Social Cultural Developmental Theory. Psychological Review, 111, 486-511.

 

Perner, J. (2001). Episodic Memory: Essential distinctions and developmental implications. In C. Moore & K. Lemmon (Eds.), The self in time: Developmental Perspectives (pp. 181-202). Mahwah NJ: Erlbaum.

 

Roberts, K. P., & Blades, M. (Eds.). (2000). Children's Source Monitoring. Mahwah, NJ: ERlbaum Assoc.

 

Best,

Katherine


________________________________

From: info-childes at mail.talkbank.org on behalf of Annette Karmiloff-Smith
Sent: Wed 9/13/2006 7:31 AM
To: info-childes at mail.talkbank.org; dev-europe at lboro.ac.uk
Subject: two questions please



First, thanks to all those on CHILDES and
dev-europe who answered my query about babbling.
These are such wonderful networks.  I have, if I
may, two more questions.

1.  Can anyone point me to research testing
whether young children learn information better
when it is embedded in song and/or dance, rather
than purely in spoken language?

2.  Would five year olds be able to distinguish
something that actually happened from something
they are repeatedly told by an adult had
happened?  Relevant research pointers?

Many thanks, as always,
Annette


§--
________________________________________________________________
Professor A.Karmiloff-Smith, CBE, FBA, FMedSci,
Head, Neurocognitive Development Unit,
Institute of Child Health,
30 Guilford Street,
London WC1N 1EH, U.K.
tel: 0207 905 2754
sec: 0207 905 2334
http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html




-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20060914/6bf85828/attachment.htm>