Are Children Sensitive to What They Know?: An Insight from Yucatec Mayan Children
Abstract Metacognitive abilities are considered as a hallmark of advanced human cognition. Existing empirical studies have exclusively focused on populations from Western and industrialized societies. Little is known about young children’s metacognitive abilities in other societal and cultural conte...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Brill
2021
|
| In: |
Journal of cognition and culture
Year: 2021, Volume: 21, Issue: 3/4, Pages: 226-242 |
| Standardized Subjects / Keyword chains: | B
Yucatán
/ Maya
/ Child (4 Jahre)
/ Cognition
/ Knowledge
/ Self-reflection
|
| RelBib Classification: | KBR Latin America ZD Psychology ZF Education |
| Further subjects: | B
Yucatec Maya
B Metacognition B epistemic understanding B young children |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a Abstract Metacognitive abilities are considered as a hallmark of advanced human cognition. Existing empirical studies have exclusively focused on populations from Western and industrialized societies. Little is known about young children’s metacognitive abilities in other societal and cultural contexts. Here we tested 4-year-old Yucatec Mayan (a rural native population from Mexico) by adopting a metacognitive task in which children’s explicit assessment of their own knowledge states about the hidden content of a container and their informing judgments (whether or not to inform an ignorant person about the hidden contents of a container) were assessed. Similar to previous studies, we found that Yucatec Mayan children overestimated their knowledge states in the explicit metacognitive task. However, in contrast with studies on Western children, we did not find the facilitating effect of the implicit informing task over the explicit task. These findings suggest that the early development of metacognition combines universal and culture-sensitive features. | ||
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