Embracing complexity: rethinking the relation between play and learning: comment on Lillard et al. (2013).
Embracing complexity: rethinking the relation between play and learning: comment on Lillard et al. (2013).
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拥抱复杂性：重新思考游戏与学习之间的关系：对利拉德等人的评论
DOI：
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发表时间：
2013
影响因子：
22.4
通讯作者：
R. Golinkoff
中科院分区：
文献类型：
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作者：
D. Weisberg;K. Hirsh;R. Golinkoff
Lillard et al.（2013）得出结论，假装游戏与儿童的结果没有因果关系，并指责该领域受到游戏风气的影响，因此研究受到偏见的影响，以发现游戏对儿童发展的积极影响。在这篇评论中，我们接受他们的呼吁，在这个重要的研究领域提出一个更坚实的科学方法的问题，同时提供2个批评他们的分析。首先，我们敦促研究人员采取更全面的方法来研究游戏和学习的证据，而不是依赖于对个别研究的零碎批评，因为尽管使用了各种方法，内容和实验条件，游戏对学习的积极影响还是出现了。其次，我们考虑如何在未来最好地研究这个话题，并建议从传统的经验方法转向更复杂的统计模型和方法，这将使我们能够接受游戏学习的全部多样性和复杂性。
Lillard et al. (2013) concluded that pretend play is not causally related to child outcomes and charged that the field is subject to a play ethos, whereby research is tainted by a bias to find positive effects of play on child development. In this commentary, we embrace their call for a more solidly scientific approach to questions in this important area of study while offering 2 critiques of their analysis. First, we urge researchers to take a more holistic approach to the body of evidence on play and learning, rather than relying on piecemeal criticisms of individual studies, since positive effects of play on learning emerge despite the use of a variety of methods, contents, and experimental conditions. Second, we consider how best to study this topic in the future and propose moving away from traditional empirical approaches to more complicated statistical models and methods that will allow us to embrace the full variety and complexity of playful learning.