Children's Sensitivity to the Knowledge Expressed in Pedagogical and Nonpedagogical Contexts

Autor/inn/en	Gelman, Susan A.; Ware, Elizabeth A.; Manczak, Erika M.; Graham, Susan A.
Titel	Children's Sensitivity to the Knowledge Expressed in Pedagogical and Nonpedagogical Contexts
Quelle	In: Developmental Psychology, 49 (2013) 3, S.491-504 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0027901
Schlagwörter	Foreign Countries; Young Children; Childrens Literature; Parent Child Relationship; Expository Writing; Linguistic Input; Literary Genres; Hypothesis Testing; Informal Education; Classroom Environment; Generalization; Language Processing; Books; Context Effect; Canada + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; 'Children''s literature'; Kinderliteratur; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachbildung; Literarische Form; Hypothesenprüfung; Hypothesentest; Informelle Bildung; Nichtformale Bildung; Klassenklima; Unterrichtsklima; Sprachverarbeitung; Book; Buch; Monographie; Monografie; Kanada
Abstract	The present studies test 2 hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009) and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., "'Elephants' live in Africa") in 3 studies, focusing on informational versus narrative children's books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or nonpedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (nonpedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future and thus more highly valued during instruction. (Contains 4 figures, 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10