title: Early understanding of the division of cognitive labor.
abstract: Two studies with 3-, 4-, and 5-year-olds (N = 104) examined whether young children can differentiate expertise in the minds of others. Study 1 revealed that all children in the sample could correctly attribute observable knowledge to familiar experts (i.e., a doctor and a car mechanic). Further, 4- and 5-year-olds could correctly attribute knowledge of underlying scientific principles to the appropriate experts. In contrast, Study 2 demonstrated that 3-, 4-, and 5-year-olds have difficulty making attributions of knowledge of scientific principles to unfamiliar experts. A computational analysis in Study 3 indicated that 4- and 5-year-olds' successes on the first two studies could not be attributed to the way in which words co-occur in discourse. Overall, these studies showed that young children have a sense of the division of cognitive labor, albeit fragile.
authors.affiliation: Department of Psychology, Yale University, New Haven, CT 06520-8205, USA. donna.lutz@yale.edu
authors.forename: Donna J
authors.initials: DJ
authors.lastname: Lutz
authors.forename: Frank C
authors.initials: FC
authors.lastname: Keil
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D003210:Concept Formation; D005260:Female; D006801:Humans; D008297:Male; D011361:Professional Competence; D012380:Role; D012586:Science; D012938:Social Perception; D013240:Stereotyping