Literaturnachweis - Detailanzeige
| Autor/inn/en | Thompson, Brittany N.; Goldstein, Thalia R. |
|---|---|
| Titel | Children Learn from Both Embodied and Passive Pretense: A Replication and Extension |
| Quelle | In: Child Development, 91 (2020) 4, S.1364-1374 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Thompson, Brittany N.) ORCID (Goldstein, Thalia R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13309 |
| Schlagwörter | Learning Processes; Play; Puppetry; Preschool Children; Human Body |
| Abstract | Research suggests that children can learn new information via pretense. However, a fundamental problem with existing studies is that children are passive receivers of the pretense rather than active, engaged participants. This preregistered study replicates previous learning from pretense findings (Sutherland & Friedman, 2012, "Child Development"), in which children are passive observers of pretense, and extends to two additional conditions that require children to partially (with puppets) or fully (with costumes) embody a character. Children (N = 144, 24-79 months) learned equally well, and better than those in the control condition, from all three play scenarios. At a 2-week follow-up, learning was equally retained across embodiment conditions for older, but not younger, preschoolers. Future research should consider embodiment's role for more complex material. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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