Children's Active Physical Learning Is as Effective and Goal-Targeted as Adults'

Autor/inn/en	Bramley, Neil R.; Ruggeri, Azzurra
Titel	Children's Active Physical Learning Is as Effective and Goal-Targeted as Adults'
Quelle	In: Developmental Psychology, 58 (2022) 12, S.2310-2321 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bramley, Neil R.) ORCID (Ruggeri, Azzurra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001435
Schlagwörter	Active Learning; Computer Uses in Education; Courseware; Physics; Behavior Patterns; Foreign Countries; Tablet Computers; Age Differences; Adults; Children; Germany (Berlin) + Suchen Sie Ihr Suchwort? Aktives Lernen; Computernutzung; Lernsoftware; Physik; Ausland; Tablet computer; Tablet PC; Computer; Digitalrechner; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder
Abstract	We explore how children and adults actively experiment within the physical world to achieve different epistemic goals. In our experiment, one hundred one 4- to 10-year-old children and 24 adults either passively observed or used a touchscreen interface to actively interact with objects in a dynamic physical microworld with the goal of inferring one of two latent physical properties: relative object masses or local forces of attraction and repulsion. We find an age improvement in judgments as well as an advantage for active over passive learning. With the help of Bayesian statistics and a computational modeling framework for the quantitative analysis of participants' actions, we show that children's and adults' actions are equally successful in targeting their goal-relevant uncertainty, but that adults and older children are better able to use this information to respond correctly. We further unpack children's and adults' experimental strategies qualitatively, finding adults more likely to use a "deconfounding" strategy to isolate properties of interest, potentially creating evidence less susceptible to cognitive and perceptual errors. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01