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Belief-Revision in Children and Adults.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Belief-Revision in Children and Adults./
Author:	Ozdemir Demirci, Begum.
Description:	1 online resource (107 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: B.
Contained By:	Dissertations Abstracts International82-06B.
Subject:	Developmental psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28150662click for full text (PQDT)
ISBN:	9798698555339

Belief-Revision in Children and Adults.
Ozdemir Demirci, Begum.

Belief-Revision in Children and Adults. - 1 online resource (107 pages)

Source: Dissertations Abstracts International, Volume: 82-06, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2020.

Includes bibliographical references

Our beliefs about the world are prone to change as we encounter information that is incompatible with existing knowledge. Prior research has dominantly focused on children's deference to new information, when this information defies their existing perceptions and intuitions. However, the differential weight children attribute to various beliefs in their knowledge set when the new information calls for revision has been underexplored. This dissertation aims to expand our understanding of the reasoning process underlying children's belief-revision. Do some beliefs have privileged status in children's representation of the world, therefore making them more resistant to revision than others?Findings presented in Chapter 2 showed that 5-, 7-year-old children and adults were equally likely to revise beliefs based on generalizations (e.g., All of Sophia's balls are dotted) and beliefs based on observations (e.g., Sophia brings a ball from her box to the table) about a particular entity when faced with inconsistent evidence (e.g., The ball on the table is striped). These results failed to replicate earlier findings showing a robust preference among 7-year-old children and adults to retain generalizations (e.g., All knights of King William wear a white hat) and instead to revise particular observations (e.g., This knight wears a black hat). In Chapter 3 I addressed the possibility that category generalizations have a privileged status specifically when they convey essential, non-accidental aspects of the category rather than non-essential, accidental aspects. The results from Chapter 3 provided partial support for the differential weight 4- to 7-year-old children assign to essential and non-essential beliefs about a novel category. Overall, children revised their beliefs randomly. However, an analysis of performance by trial showed that children did not readily revise their initial beliefs based on the essential property of the novel exemplar in the first trial. Taken together, these studies suggest that when incorporating new information into their existing knowledge, adults, and children between the ages of 4 to 7 years do not attribute a privileged status to their beliefs about category generalizations, not even when these are based on essential properties. Possible implications of children's flexibility in revising existing beliefs are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798698555339Subjects--Topical Terms:

516948
Developmental psychology.
Subjects--Index Terms:

Belief-revisionIndex Terms--Genre/Form:

542853
Electronic books.

Belief-Revision in Children and Adults.
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502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2020.
504 $a Includes bibliographical references
520 $a Our beliefs about the world are prone to change as we encounter information that is incompatible with existing knowledge. Prior research has dominantly focused on children's deference to new information, when this information defies their existing perceptions and intuitions. However, the differential weight children attribute to various beliefs in their knowledge set when the new information calls for revision has been underexplored. This dissertation aims to expand our understanding of the reasoning process underlying children's belief-revision. Do some beliefs have privileged status in children's representation of the world, therefore making them more resistant to revision than others?Findings presented in Chapter 2 showed that 5-, 7-year-old children and adults were equally likely to revise beliefs based on generalizations (e.g., All of Sophia's balls are dotted) and beliefs based on observations (e.g., Sophia brings a ball from her box to the table) about a particular entity when faced with inconsistent evidence (e.g., The ball on the table is striped). These results failed to replicate earlier findings showing a robust preference among 7-year-old children and adults to retain generalizations (e.g., All knights of King William wear a white hat) and instead to revise particular observations (e.g., This knight wears a black hat). In Chapter 3 I addressed the possibility that category generalizations have a privileged status specifically when they convey essential, non-accidental aspects of the category rather than non-essential, accidental aspects. The results from Chapter 3 provided partial support for the differential weight 4- to 7-year-old children assign to essential and non-essential beliefs about a novel category. Overall, children revised their beliefs randomly. However, an analysis of performance by trial showed that children did not readily revise their initial beliefs based on the essential property of the novel exemplar in the first trial. Taken together, these studies suggest that when incorporating new information into their existing knowledge, adults, and children between the ages of 4 to 7 years do not attribute a privileged status to their beliefs about category generalizations, not even when these are based on essential properties. Possible implications of children's flexibility in revising existing beliefs are discussed.
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538 $a Mode of access: World Wide Web
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650 4 $a Psychobiology. $3 555678
650 4 $a Physiological psychology. $3 2144820
650 4 $a Cognitive psychology. $3 523881
653 $a Belief-revision
653 $a Categorical knowledge
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653 $a Children's cognitive flexibility
653 $a Revising existing beliefs
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710 2 $a University of Toronto (Canada). $b Applied Psychology and Human Development. $3 3168339
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