This study investigated two different expressions of the so-called curse of knowledge in primary school children: hindsight bias and outcome bias. Further, it explored the possible predictive function of false belief understanding in reducing these biases. Ninety-one children aged 7, 9, and 11 years (middle- to upper-middle class) were administered classical first- and second-order false belief tasks as well as hindsight and outcome bias tasks in a within-subjects design, while controlling for cognitive level. Both biases were found at all ages. Second-order false belief understanding seemed to reduce outcome bias but not hindsight bias. These findings indicate that the curse of knowledge is a multifaceted construct with potential relevant implications for learning in children.
Massaro, D., Castelli, I., Sanvito, L., Marchetti, A., The ‘I knew it all along’ phenomenon: Second-order false belief understanding and the curse of knowledge in primary school children., <<EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION>>, 2013; (Agosto): N/A-N/A. [doi:10.1007/s10212-013-0200-7] [http://hdl.handle.net/10807/48572]
The ‘I knew it all along’ phenomenon: Second-order false belief understanding and the curse of knowledge in primary school children.
Massaro, Davide;Castelli, Ilaria;Sanvito, Laura;Marchetti, Antonella
2013
Abstract
This study investigated two different expressions of the so-called curse of knowledge in primary school children: hindsight bias and outcome bias. Further, it explored the possible predictive function of false belief understanding in reducing these biases. Ninety-one children aged 7, 9, and 11 years (middle- to upper-middle class) were administered classical first- and second-order false belief tasks as well as hindsight and outcome bias tasks in a within-subjects design, while controlling for cognitive level. Both biases were found at all ages. Second-order false belief understanding seemed to reduce outcome bias but not hindsight bias. These findings indicate that the curse of knowledge is a multifaceted construct with potential relevant implications for learning in children.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.