Preschoolers' Understanding of Knowing-That and Knowing-How in the United States and Hong Kong

Two experiments on preschoolers' understanding of the effects of exposure on knowing-that and knowing-how were conducted with 3-, 4-, and 5-year-old children ( N = 388) in 2 locations: a small midwestern city in the United States and a suburban area of Hong Kong, China. By using both English- a...

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Bibliographic Details
Published in:Developmental psychology 2005-05, Vol.41 (3), p.562-573
Main Authors: Tardif, Twila, Wellman, Henry M, Fung, Kitty Yau Fong, Liu, David, Fang, Fuxi
Format: Article
Language:English
Subjects:
Biological and medical sciences
Cantonese language
Child
Child development
Child, Preschool
China
Chinese
Chinese languages
Cognition
Cognitive Development
Comprehension
Cross Cultural Differences
Crosscultural studies
Developmental psychology
Experience
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Hong Kong
Human
Humans
Knowledge
Knowledge Level
Language
Learning Theories
Linguistics
Male
Mind
Pre-school education
Preschool Children
Preschool Students
Prior Learning
Problem Solving
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Social Behavior
Theory of Mind
U.S.A
Understanding
United States
USA
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Summary:Two experiments on preschoolers' understanding of the effects of exposure on knowing-that and knowing-how were conducted with 3-, 4-, and 5-year-old children ( N = 388) in 2 locations: a small midwestern city in the United States and a suburban area of Hong Kong, China. By using both English- and Chinese-speaking samples, the authors examined differences in children's understanding of knowing-that and knowing-how as well as the impact of different types of linguistic markers on the understanding of these concepts. Across both studies, in both locations, and for judging the knowledge of self or of others, children's understanding for knowing-that preceded their understanding for knowing-how. Implications of these findings both for universal patterns of theory-of-mind development and for how culture may impact on that development are discussed.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.41.3.562