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<p>Five experiments investigated children’s recognition of the timing of learning. Immediately after being taught a new fact or observing a puppet being taught, children were asked whether they (or the puppet) had known each fact previously or had just learned it. In Experiments 1–3, 4- and 5-year-olds responded at chance when judging time of learning for self or other, but usually responded correctly when asked whether a fact had been learned by being shown a picture or being told (Experiment 3). In Experiments 4 and 5, 4- to 5-year-old children (and 6- to 7-year-olds in Experiment 5) responded at chance when judging their own time of learning but usually responded correctly when judging a puppet’s time of learning. Children in Experiment 5 also answered correctly when asked when they or a puppet had performed a physical action. Overall, young children had difficulty judging whether they had just learned a new fact or had previously known it, but in some situations, children were able to make accurate temporal judgments about another person’s learning. These results are discussed in relation to children’s conceptual understanding of learning, cognitive monitoring, temporal cognition.</p>

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Young children’s monitoring of learning by self or other

  • 期刊论文

  • 发表日期：

    2025年8月30日

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  • Bradford H. Pillow,
  • Martha E. Arterberry,
  • Stephanie Cleary

摘要

Five experiments investigated children’s recognition of the timing of learning. Immediately after being taught a new fact or observing a puppet being taught, children were asked whether they (or the puppet) had known each fact previously or had just learned it. In Experiments 1–3, 4- and 5-year-olds responded at chance when judging time of learning for self or other, but usually responded correctly when asked whether a fact had been learned by being shown a picture or being told (Experiment 3). In Experiments 4 and 5, 4- to 5-year-old children (and 6- to 7-year-olds in Experiment 5) responded at chance when judging their own time of learning but usually responded correctly when judging a puppet’s time of learning. Children in Experiment 5 also answered correctly when asked when they or a puppet had performed a physical action. Overall, young children had difficulty judging whether they had just learned a new fact or had previously known it, but in some situations, children were able to make accurate temporal judgments about another person’s learning. These results are discussed in relation to children’s conceptual understanding of learning, cognitive monitoring, temporal cognition.