IRIS PubliCatt
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EnglishThis study investigated two different expressions of the so-called curse of knowl- edge 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.
| Autori: | |
| Titolo: | The ‘I knew it all along’ phenomenon: second-order false belief understanding and the curse of knowledge in primary school children |
| Digital Object Identifier (DOI): | http://dx.doi.org/10.1007/s10212-013-0200-7 |
| Data di pubblicazione: | 2014 |
| Abstract: | This study investigated two different expressions of the so-called curse of knowl- edge 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. |
| Lingua: | Inglese |
| Rivista: | |
| Citazione: | 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>>, 2014; (29(3)): 311-326. [doi:10.1007/s10212-013-0200-7] [http://hdl.handle.net/10807/88670] |
| Appare nelle tipologie: | Articolo in rivista, Nota a sentenza |
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