The effects of question clarification and memory aids on young children's performance on appearance-reality tasks

Abstract

In two studies 3-year-olds were given tasks in which they saw an object placed under a color filter and were asked to identify its real, no-filter color and its apparent, seen-through-the-filter one. Making the request for the real color more concrete, simple, and clear did not reduce the children's strong tendency to indicate the apparent color when asked for the real one. Providing visual reminders of the object's real color did reduce this tendency, although only in one study and for one set of tasks. These results support the conclusion from previous studies that young children have genuine, deep-seated, and hard to remedy conceptual difficulties with the appearance-reality distinction.

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