Children's Sensitivity to the Knowledge Expressed in Pedagogical and Nonpedagogical Contexts
Children's Sensitivity to the Knowledge Expressed in Pedagogical and Nonpedagogical Contexts
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DOI：
10.1037/a0027901
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发表时间：
2013-03-01
影响因子：
4
通讯作者：
Graham, Susan A.
中科院分区：
文献类型：
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作者：
Gelman, Susan A.;Ware, Elizabeth A.;Graham, Susan A.
目前的研究测试两个假设：（1）教学环境，特别是传达通用信息（Csibra & Germinal，2009）和（2）幼儿是敏感的这方面的教学。我们研究了通用语言（例如，“大象生活在非洲”）进行了3项研究，重点是信息与叙事儿童书籍（研究1），6岁儿童和成人承担教育（教师）或非教育（朋友）角色的语言（研究2），5岁儿童和成人与无知的外国人（教育背景）或同龄人（非教育背景;研究3）。研究结果表明，信息类语篇比叙事类语篇更常见。此外，成人和幼儿在教学环境中和承担教学角色时提供更多的通用语言。总之，这些研究表明，教学环境是独特的，在传达通用信息，儿童是敏感的语言输入的这方面。我们认为，通用知识是更有用的预测未来，从而在教学过程中更高度重视。
The present studies test 2 hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009) and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., "Elephants live in Africa") in 3 studies, focusing on informational versus narrative children's books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or nonpedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (nonpedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future and thus more highly valued during instruction.