title: Young children's understanding of the role that sensory experiences play in knowledge acquisition.
abstract: 3 studies investigated whether young children understand that the acquisition of certain types of knowledge depends on the modality of the sensory experience involved. 3-, 4-, and 5-year-old children were exposed to pairs of objects that either looked the same but felt different, or that felt the same but looked different. In Study 1, 36 children were asked to state, when one of these objects was hidden inside a toy tunnel, whether they would need to see the object or feel it in order to determine its identity. In Study 2, 48 children were asked to state which of 2 puppets knew that an object hidden inside a tunnel possessed a given visual or tactile property, when one puppet was looking at the object and the other was feeling it. In Study 3, 72 children were asked, in a scenario similar to Study 2, to state for each puppet whether he could tell, just by looking or by feeling, that the hidden object possessed a certain visual or tactile property. Children were also asked what was the best way to find out whether a given object possessed a certain visual or tactile property. Results of all 3 studies suggest that an appreciation of the different types of knowledge our senses can provide (i.e., modality-specific knowledge) develops between the ages of 3 and 5. The results are discussed in relation to young children's developing understanding of the role that informational access plays in knowledge acquisition.
authors.affiliation: Department of Psychology, Stanford University, CA 94305-2130.
authors.forename: D K
authors.initials: DK
authors.lastname: O'Neill
authors.forename: J W
authors.initials: JW
authors.lastname: Astington
authors.forename: J H
authors.initials: JH
authors.lastname: Flavell
mesh_terms: D000367:Age Factors; D000704:Analysis of Variance; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D010988:Play and Playthings; D012677:Sensation