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Children’s attention to sample composition in learning, teaching and discovery

Children’s attention to sample composition in learning, teaching and discovery 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Developmental Science Wiley

Children’s attention to sample composition in learning, teaching and discovery

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References (30)

Publisher
Wiley
Copyright
© 2009 The Authors. Journal compilation © 2009 Blackwell Publishing Ltd
ISSN
1363-755X
eISSN
1467-7687
DOI
10.1111/j.1467-7687.2009.00896.x
pmid
20443963
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Developmental ScienceWiley

Published: May 1, 2010

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