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Children's use of information
Children's use of information is an issue in ethics and child development. Information is learned from many different sources and source monitoring (see also source-monitoring error) is important in understanding how people use information and decide which information is credible. Consider the example of a parent whose child has been diagnosed with hyperactivity; the parent searches the internet for information, reads books, participates in an online chat room with other parents in the same situation, and consults various medical professionals. Some of these sources will be credible (contain reliable information), and others will not. To be well-informed, the parent must filter information according to the reliability of the source.
Children learn about the world in much the same way. They are told things by numerous people (e.g., teachers, parents, siblings, and friends), see things on the television or internet, and read information in books. Can children be effective consumers of information? At what age are they able to do this? How do they deal with ambiguous resources? This page will detail answers to those questions (and others) by drawing on peer-reviewed scientific research.
==The Development of Source Monitoring==
Young children have more difficulty with understanding and recalling the sources of information than adults do.〔Lindsay, D. S., Johnson, M. K., & Kwon, P. (1991). Developmental changes in memory source monitoring. Journal of Experimental Child Psychology, 52(3), 297-318.〕 Although episodic memory improves throughout childhood, development in the area of source monitoring tends to occur between the ages of 3 and 8 years.〔Roberts, K. P. (2002). Children's ability to distinguish between memories from multiple sources: Implications for the quality and accuracy of eyewitness statements. Developmental Review, 22(3), 403-435. doi:http://dx.doi.org/10.1016/S0273-2297(02)00005-9〕 At 3 years, children who are able to immediately recognize the source of the information they obtain have difficulty recalling this information after a short delay.〔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.〕 The development of source monitoring is gradual, and children achieve and display competency in certain aspects of source monitoring before others.〔 The developmental trajectory of source monitoring provides insight into what cognitive factors are necessary prerequisites. While there is no generally accepted unified theory for the development of source monitoring, five major theories contribute ideas about how source monitoring develops in children: Source Monitoring Theory, Fuzzy-trace Theory, Schema Theory, Person-based Perspective, and the Mental-state Reasoning Model.
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