Children's attention to sample composition in learning, teaching and discovery.
Children's attention to sample composition in learning, teaching and discovery.
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儿童在学习、教学和发现中对样本构成的关注。
DOI：
10.1111/j.1467-7687.2009.00896.x
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发表时间：
2010
影响因子：
3.7
通讯作者：
Brickman,Daniel
中科院分区：
文献类型：
--
作者：
Rhodes,Marjorie;Gelman,SusanA;Brickman,Daniel
两项研究比较了在教师主导和学习者驱动的学习环境中，儿童对样本组成的注意力-样本是否提供了一个兴趣类别的多样化代表。在研究1（n = 48）中，5岁的奥尔兹只在知识渊博的老师展示样本时才注意样本组成，以推断生物学特性。 相比之下，成年人参加了样本组成教师主导和学习者驱动的情况下。在研究2（n = 51）中，6岁的奥尔兹选择创建不同的样本来向另一个孩子教授有关生物种类的信息，但不是为自己发现新信息，而成年人选择创建不同的样本来进行教学和信息发现。 结果表明，儿童如何处理证据的解释和选择取决于学习是否发生在教学或非教学的背景下。
Two studies compared children’s attention to sample composition – whether a sample provides a diverse representation of a category of interest – during teacher‐led and learner‐driven learning contexts. In Study 1 (n = 48), 5‐year‐olds attended to sample composition to make inferences about biological properties only when samples were presented by a knowledgeable teacher. In contrast, adults attended to sample composition in both teacher‐led and learner‐driven contexts. In Study 2 (n = 51), 6‐year‐olds chose to create diverse samples to teach information about biological kinds to another child, but not to discover new information for themselves, whereas adults chose to create diverse samples for both teaching and information discovery. Results suggest that how children approach the interpretation and selection of evidence varies depending on whether learning occurs in a pedagogical or a non‐pedagogical context.