Preschool Children's Difficulty Understanding the Types of Information Obtained through the Five Senses
Two studies explored 3- and 4-year-olds' (N = 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children engaged in five scenarios in which they could only perform one sensory action to identify the property of an object (e. g., color, scent)....
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Published in | Child development Vol. 72; no. 3; pp. 803 - 815 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Boston, USA and Oxford, UK
Blackwell Publishers Inc
01.05.2001
Blackwell Publishers Blackwell Blackwell Publishing Ltd |
Subjects | |
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Abstract | Two studies explored 3- and 4-year-olds' (N = 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children engaged in five scenarios in which they could only perform one sensory action to identify the property of an object (e. g., color, scent). After performing the action, children were asked how they found out the property and to show the experimenter how they had found it out. Using a Mr. Potato Head doll, children were also asked to indicate the sensory organ the doll would need to use to identify the property. In Study 2, 20 children presented with five Mr. Potato Head dolls, each sporting only one sensory organ (e. g., a nose), were asked which Mr. Potato Head could find out the property in question. The 3-year-olds performed significantly poorer than the 4-year-olds on all tasks, suggesting a marked transition in children's ability to recognize the origin of their modality-specific knowledge during the time period between 3 and 4 years of age. |
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AbstractList | Two studies explored 3‐ and 4‐year‐olds' (N= 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children engaged in five scenarios in which they could only perform one sensory action to identify the property of an object (e.g., color, scent). After performing the action, children were asked how they found out the property and to show the experimenter how they had found it out. Using a Mr. Potato Head doll, children were also asked to indicate the sensory organ the doll would need to use to identify the property. In Study 2, 20 children presented with five Mr. Potato Head dolls, each sporting only one sensory organ (e.g., a nose), were asked which Mr. Potato Head could find out the property in question. The 3‐year‐olds performed significantly poorer than the 4‐year‐olds on all tasks, suggesting a marked transition in children's ability to recognize the origin of their modality‐specific knowledge during the time period between 3 and 4 years of age. Two studies explored 3- and 4-year-olds' (N = 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children engaged in five scenarios in which they could only perform one sensory action to identify the property of an object (e.g., color, scent). After performing the action, children were asked how they found out the property and to show the experimenter how they had found it out. Explored in 2 studies 3- and 4-year-olds' understanding that the 5 senses can each lead to different types of knowledge. Found that 3-year-olds performed significantly poorer than 4-year-olds on all tasks, suggesting a marked transition in children's ability to recognize the origin of their modality-specific knowledge between 3 and 4 years. (Author/KB) Explored 3- and 4-year olds' understanding that the 5 senses can each lead to different types of knowledge. Children engaged in scenarios in which they could only perform one sensory action to identify the property of an object (e.g. colour, scent) and then both reported and demonstrated how they found out the property. They also indicated which sensory organ was needed to identify the property. Results from 2 experiments showed that 3-year olds performed poorer than 4-year olds on all tasks, suggesting a marked transition in children's ability to recognize the origin of their modality-specific knowledge between ages 3- and 4-years. (Original abstract - amended) Two studies explored 3‐ and 4‐year‐olds' ( N = 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children engaged in five scenarios in which they could only perform one sensory action to identify the property of an object (e.g., color, scent). After performing the action, children were asked how they found out the property and to show the experimenter how they had found it out. Using a Mr. Potato Head doll, children were also asked to indicate the sensory organ the doll would need to use to identify the property. In Study 2, 20 children presented with five Mr. Potato Head dolls, each sporting only one sensory organ (e.g., a nose), were asked which Mr. Potato Head could find out the property in question. The 3‐year‐olds performed significantly poorer than the 4‐year‐olds on all tasks, suggesting a marked transition in children's ability to recognize the origin of their modality‐specific knowledge during the time period between 3 and 4 years of age. |
Author | Chong, Selena O'Neill, Daniela K. |
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Snippet | Two studies explored 3- and 4-year-olds' (N = 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children... Two studies explored 3‐ and 4‐year‐olds' (N= 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children... Explored in 2 studies 3- and 4-year-olds' understanding that the 5 senses can each lead to different types of knowledge. Found that 3-year-olds performed... Two studies explored 3‐ and 4‐year‐olds' ( N = 60) understanding that the five senses can each lead to different types of knowledge. In Study 1, 40 children... Explored 3- and 4-year olds' understanding that the 5 senses can each lead to different types of knowledge. Children engaged in scenarios in which they could... |
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SubjectTerms | Age Differences Age groups Attention Auditory Perception Biological and medical sciences Child Child development Child psychology Child, Preschool Children Children & youth Cognition and Language Cognitive Development Concept Formation Developmental psychology Discrimination Learning Dolls Experimentation Female Fundamental and applied biological sciences. Psychology Games Gustatory Sense Humans Information processing Knowledge Learning Legal objections Male Memory Olfactory Sense Perception Preschool Children Problem Solving Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Sensation Sense organs Senses Sensory Experience Sensory perception Sensory processes Tactual Perception Toys Visual Perception Young children |
Title | Preschool Children's Difficulty Understanding the Types of Information Obtained through the Five Senses |
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