803
Views
5
CrossRef citations to date
0
Altmetric
Regular articles

Adults see vision to be more informative than it is

, , &
Pages 2279-2292 | Received 13 Nov 2013, Accepted 20 Feb 2014, Published online: 22 May 2014

REFERENCES

  • Apperly, I. A., Carroll, D. J., Samson, D., Humphreys, G. W., Qureshi, A., & Moffitt, G. (2010). Why are there limits on theory of mind use? Evidence from adults’ ability to follow instructions from an ignorant speaker. The Quarterly Journal of Experimental Psychology, 63(6), 1201–1217. doi: 10.1080/17470210903281582
  • Birch, S. A. J., & Bloom, P. (2004). Understanding children's and adults’ limitations in mental state reasoning. Trends in Cognitive Sciences, 8(6), 4–9. doi: 10.1016/j.tics.2004.04.011
  • Brainerd, C. J., & Reyna, V. F. (2002). Fuzzy-trace theory and false memory. Current Directions in Psychological Science, 11(5), 164–169. doi: 10.1111/1467-8721.00192
  • Call, J., & Carpenter, M. (2001). Do apes and children know what they have seen?. Animal Cognition, 3(4), 207–220. doi: 10.1007/s100710100078
  • Dumontheil, I., Apperly, I. A., & Blakemore, S.-J. (2010). Online usage of theory of mind continues to develop in late adolescence. Developmental Science, 13(2), 331–338.
  • Epley, N., Morewedge, C. K., & Keysar, B. (2004). Perspective taking in children and adults: Equivalent egocentrism but differential correction. Journal of Experimental Social Psychology, 40, 760–768. doi: 10.1016/j.jesp.2004.02.002
  • Gopnik, A., & Graf, P. (1988). Knowing how you know: Young children's ability to identify and remember the sources of their beliefs. Child Development, 59(5), 1366–1371. doi: 10.2307/1130499
  • Keysar, B., & Henly, A. S. (2002). Speakers’ overestimation of their effectiveness. Psychological Science, 13(3), 207–212. doi: 10.1111/1467-9280.00439
  • Keysar, B., Lin, S., & Barr, D. J. (2003). Limits on theory of mind use in adults. Cognition, 89, 25–41. doi: 10.1016/S0010-0277(03)00064-7
  • O'Neill, D. K., Astington, J. W., & Flavell, J. H. (1992). Young children's understanding of the role that sensory experiences play in knowledge acquisition. Child Development, 63(2), 474–490. doi: 10.2307/1131493
  • O'Neill, D. K., & Chong, S. (2001). Preschool children's difficulty understanding the types of information obtained through the five senses. Child Development, 72(3), 803–815. doi: 10.1111/1467-8624.00316
  • Perner, J., & Ruffman, T. (1995). Episodic memory and autonoetic consciousness: Developmental evidence and a theory of childhood amnesia. Journal of Experimental Child Psychology, 59, 516–548. doi: 10.1006/jecp.1995.1024
  • Pillow, B. H. (1989). Early understanding of perception as a source of knowledge. Journal of Experimental Child Psychology, 47(1), 116–129. doi: 10.1016/0022-0965(89)90066-0
  • Pillow, B. H. (1993). Preschool children's understanding of the relationship between modality of perceptual access and knowledge of perceptual properties. British Journal of Developmental Psychology, 11(4), 371–389. doi: 10.1111/j.2044-835X.1993.tb00610.x
  • Robinson, E. J., Haigh, S. N., & Pendle, J. E. C. (2008). Children's working understanding of the knowledge gained from seeing and feeling. Developmental Science, 11(2), 299–305. doi: 10.1111/j.1467-7687.2008.00676.x
  • Robinson, E. J., Thomas, G. V., Parton, A., & Nye, R. (1997). Children's overestimation of the knowledge to be gained from seeing. British Journal of Developmental Psychology, 15, 257–273. doi: 10.1111/j.2044-835X.1997.tb00520.x
  • Schneider, W., Eschman, A., & Zuccolotto, A. (2002a). E-Prime reference guide. Pittsburgh: Psychology Software Tools Inc.
  • Schneider, W., Eschman, A., & Zuccolotto, A. (2002b). E-Prime user's guide. Pittsburgh: Psychology Software Tools Inc.
  • Waters, G. M., & Beck, S. R. (2009). The development and robustness of young children's understanding of aspectuality. Journal of Experimental Child Psychology, 103(1), 108–114. doi: 10.1016/j.jecp.2009.02.008
  • Waters, G. M., & Beck, S. R. (2012). How should we question young children's understanding of aspectuality?. British Journal of Developmental Psychology, 30(3), 376–392. doi: 10.1111/j.2044-835X.2011.02044.x