Direct and indirect admission of ignorance by children.

Research has shown that children are able to admit their own ignorance directly (i.e., verbally) by 3years of age when they are totally ignorant about what is hidden in a box (total ignorance task) but fail to do so until 5 or 6years of age when having seen different objects without seeing which of them is being hidden (partial exposure task). This study investigated whether an earlier understanding of own ignorance in the partial exposure task is found when using an indirect measure-when children are allowed to either opt out from a risky decision (Experiment 1) or seek clarifying information by peeking inside (Experiment 2). No evidence for an earlier understanding was found in Experiment 1. In Experiment 2, however, 3- and 4-year-olds searched for clarifying information under partial exposure more often when being ignorant than when being knowledgeable. We argue that this discrepancy is related to whether spontaneous information seeking involves metacognitive processes or not.

Escape from metaignorance: how children develop an understanding of their own lack of knowledge.

Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety-two 3- to 7-year-olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3-year-olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3- to 7-year-olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children's developing theory of knowledge are discussed.

Retro- and prospection for mental time travel: emergence of episodic remembering and mental rotation in 5- to 8-year old children.

We investigate the common development of children's ability to "look back in time" (retrospection, episodic remembering) and to "look into the future" (prospection). Experiment 1 with 59 children 5 to 8.5 years old showed mental rotation, as a measure of prospection, explaining specific variance of free recall, as a measure of episodic remembering (retrospection) when controlled for cued recall. Experiment 2 with 31 children from 5 to 6.5 years measured episodic remembering with recall of visually experienced events (seeing which picture was placed inside a box) when controlling for recall of indirectly conveyed events (being informed about the pictures placed inside the box by showing the pictures on a monitor). Quite unexpectedly rotators were markedly worse on indirect items than non-rotators. We speculate that with the ability to rotate children switch from knowledge retrieval to episodic remembering, which maintains success for experienced events but has detrimental effects for indirect information.