CAREER: A Rational Analysis of How Teachers' Examples Constrain Learning and Inference

职业：理性分析教师的例子如何限制学习和推理

• 批准号: 1551172
• 负责人: Patrick Shafto
• 金额: $ 30.11万
• 依托单位: Rutgers University Newark
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2017-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1551172&HistoricalAwards=false
• 关键词: CAREER; Rational; Analysis; How; Teachers

Research has shown that both children and adults differentiate between pedagogical and non-pedagogical situations, that pedagogical inferences override factual information and impede discovery learning in children, and that pedagogical demonstrations lead to predictable patterns of inferences in undergraduates. The purpose of this CAREER project is to explore the extent to which social-pedagogical context affects learning with preschool students and undergraduates. The project will contrast learning from a knowledgeable teacher with learning from a naive teacher, to explore how different inferences result from these situations, even when the exact same examples are provided.The principal investigator proposes to use a Bayesian model of social-pedagogical learning across six laboratory-based studies to test the main hypothesis that pedagogical situations affect the inferences that learners draw from data in ways that are manipulable and predictable. For each of the six experimental studies the researcher will recruit approximately 50 preschoolers or undergraduates and randomly assign them to one of two conditions in a laboratory setting. The research will explore how inferences are drawn from a set of examples while manipulating how those examples are generated (e.g., from a knowledgeable teacher vs. at random). The goal of the project is to learn more about when, why, and how social-pedagogical context affects learning to inform a theoretical framework for understanding children and adult abilities to transmit and accumulate knowledge.

研究表明，儿童和成人区分教学和非教学的情况下，教学推理凌驾于事实信息，阻碍儿童的发现学习，教学示范导致可预测的模式推理在本科生。这个CAREER项目的目的是探索社会教育背景在多大程度上影响学前班学生和本科生的学习。该项目将对比从一个知识渊博的老师那里学习和从一个天真的老师那里学习，探索如何从这些情况中得出不同的推论，即使提供了完全相同的例子。主要研究者建议在六个实验室中使用社会教学学习的贝叶斯模型-基于研究，以测试的主要假设，即教学情况影响推理，学习者从数据的方式是可操作的和可预测的。对于六项实验研究中的每一项，研究人员将招募大约50名学龄前儿童或本科生，并将他们随机分配到实验室环境中的两种条件之一。该研究将探索如何从一组示例中得出推论，同时操纵这些示例是如何生成的（例如，一个知识渊博的老师vs.随机）。该项目的目标是更多地了解社会教育背景何时、为何以及如何影响学习，为理解儿童和成人传播和积累知识的能力提供理论框架。