Preschoolers Use Intentional and Pedagogical Cues to Guide Inductive Inferences and Exploration

Autor/inn/en	Butler, Lucas P.; Markman, Ellen M.
Titel	Preschoolers Use Intentional and Pedagogical Cues to Guide Inductive Inferences and Exploration
Quelle	In: Child Development, 83 (2012) 4, S.1416-1428 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01775.x
Schlagwörter	Logical Thinking; Evidence; Cues; Inferences; Preschool Children; Early Childhood Education; Experiments; Eye Movements; Concept Formation; Socialization; Statistical Analysis + Suchen Sie Ihr Suchwort? Evidenz; Stichwort; Inference; Inferenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erprobung; Augenbewegung; Concept learning; Begriffsbildung; Socialisation; Sozialisation; Statistische Analyse
Abstract	Children are judicious social learners. They may be particularly sensitive to communicative actions done pedagogically for their benefit, as such actions may mark important, generalizable information. Three experiments (N = 224) found striking differences in preschoolers' inductive generalization and exploration of a novel functional property, depending on whether identical evidence for the property was produced accidentally, intentionally, or pedagogically and communicatively. Results also revealed that although 4-year-olds reserved strong generalizations for a property that is pedagogically demonstrated, 3-year-olds made such inferences when it was produced either intentionally or pedagogically. These findings suggest that by age 4 children assess whether evidence is produced for their benefit in gauging generalizability, giving them a powerful tool for acquiring important kind-relevant, generic knowledge. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10