YOUNG CHILDRENS THEORY OF KNOWING - THE DEVELOPMENT OF A FOLK EPISTEMOLOGY

It has been suggested that if young children truly have a global theory of mind, then such a theory should generate specific theories corresponding to specific mental processes. This review examines one such specific theory, children's theory of knowing. First, the development of children's definition(s) of to know is assessed. Next, the accuracy of children's predictions of knowledge is examined, especially in relation to two broad processes underlying attributions of knowledge: attributing conflicting truth propositions and acknowledging sources of knowledge. On the basis of this review, it is concluded that children's thinking about knowing both functions as a theory and is characterized by features commonly associated with theories. © 1992.