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1.
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words. 相似文献
2.
Kayleigh Skene Christine M. O’Farrelly Elizabeth M. Byrne Natalie Kirby Eloise C. Stevens Paul G. Ramchandani 《Child development》2022,93(4):1162-1180
This systematic review and meta-analysis considered evidence of guided play compared to direct instruction or free play to support children's learning and development. Interventions from 39 studies were reviewed (published 1977–2020); 17 were included in meta-analysis (Ntotal = 3893; Mchildage = 1–8 years; Mgirls 49.8%; Methnicity White 41%, African American/Black 28%, Hispanic 19%). Guided play had a greater positive effect than direct instruction on early maths skills (g = 0.24), shape knowledge (g = 0.63), and task switching (g = 0.40); and than free play on spatial vocabulary (g = 0.93). Differences were not identified for other key outcomes. Narrative synthesis highlighted heterogeneity in the conceptualization and implementation of guided play across studies. 相似文献
3.
Hua-Chen Wang Kate Nation M. Gareth Gaskell Serje Robidoux Anna Weighall Anne Castles 《Child development》2022,93(4):1145-1153
This study explored whether a daytime nap aids children's acquisition of letter-sound knowledge, which is a fundamental component for learning to read. Thirty-two preschool children in Sydney, Australia (Mage = 4 years;3 months) were taught letter-sound mappings in two sessions: one followed by a nap and the other by a wakeful period. Learning was assessed by explicit letter-sound mappings (“Which sound does this letter make?”) and knowledge generalization tasks (“Here's Tav and Cav, which one is /kav/?”). Results from the knowledge generalization task showed better performance after a nap than after wake. However, no nap benefit was found for explicit letter-sound knowledge. This study provides initial evidence that naps could be beneficial for preschool children's learning of letter-sound mappings. 相似文献
4.
May Ling D. Halim Diane N. Ruble Catherine S. Tamis‐LeMonda Patrick E. Shrout David M. Amodio 《Child development》2017,88(3):882-899
This study examined factors that predicted children's gender intergroup attitudes at age 5 and the implications of these attitudes for intergroup behavior. Ethnically diverse children from low‐income backgrounds (N = 246; Mexican‐, Chinese‐, Dominican‐, and African American) were assessed at ages 4 and 5. On average, children reported positive same‐gender and negative other‐gender attitudes. Positive same‐gender attitudes were associated with knowledge of gender stereotypes. In contrast, positive other‐gender attitudes were associated with flexibility in gender cognitions (stereotype flexibility, gender consistency). Other‐gender attitudes predicted gender‐biased behavior. These patterns were observed in all ethnic groups. These findings suggest that early learning about gender categories shape young children's gender attitudes and that these gender attitudes already have consequences for children's intergroup behavior at age 5. 相似文献
5.
Julie Nurnberger-Haag 《Early education and development》2017,28(4):415-440
Research Findings: Children’s conceptions of shapes, including misconceptions, are quite robust by 6 years old and persist into adulthood, so it is important to inspect early sources of these conceptions. This study aimed to uncover whether children’s books about shapes could be a source of inaccurate initial learning that remains with many adults in spite of school instruction. Thus, the study investigated the content of trade books to identify (a) 2-dimensional and 3-dimensional shapes portrayed, (b) reasoning level used, (c) explicitly accurate and inaccurate information conveyed, and (d) implicit inaccuracies conveyed. This content analysis of 66 shape books found that books portrayed a limited range of shapes in ways that encouraged low-level reasoning. A total of 76% of books had at least 1 explicit inaccuracy of 2-dimensional shapes. Explicit and implicit inaccuracies throughout the sample were consistent with common child and adult difficulties with 2-dimensional shapes. Practice or Policy: This study provides insights into possible sources of shape conceptions. Such knowledge suggests instructional implications and future research about ways in which teachers, librarians, parents, and other caregivers might better select and use trade books to facilitate more accurate shape concepts for young children that may have long-lasting influence. 相似文献
6.
Deena Skolnick Weisberg Kathy Hirsh‐Pasek Roberta Michnick Golinkoff 《Mind, Brain, and Education》2013,7(2):104-112
Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that guided play approaches can be equally effective at delivering content and are more developmentally appropriate in their focus on child‐centered exploration. Guided play lies midway between direct instruction and free play, presenting a learning goal, and scaffolding the environment while allowing children to maintain a large degree of control over their learning. The evidence suggests that such approaches often outperform direct‐instruction approaches in encouraging a variety of positive academic outcomes. We argue that guided play approaches are effective because they create learning situations that encourage children to become active and engaged partners in the learning process. 相似文献
7.
Sammy Perone Stephen J. Molitor Aaron T. Buss John P. Spencer Larissa K. Samuelson 《Child development》2015,86(3):812-827
Executive functions enable flexible thinking, something young children are notoriously bad at. For instance, in the dimensional change card sort (DCCS) task, 3‐year‐olds can sort cards by one dimension (shape), but continue to sort by this dimension when asked to switch (to color). This study tests a prediction of a dynamic neural field model that prior experience with the postswitch dimension can enhance 3‐year‐olds' performance in the DCCS. In Experiment 1A, a matching game was used to preexpose 3‐year‐olds (n = 36) to color. This facilitated switching from sorting by shape to color. In 3 , 3‐year‐olds (n = 18) were preexposed to shape. This did not facilitate switching from sorting by color to shape. The model was used to explain this asymmetry. 相似文献
8.
Susan A. Gelman Elizabeth A. Ware Felicia Kleinberg Erika M. Manczak Sarah M. Stilwell 《Child development》2014,85(3):924-940
Generics (“Dogs bark”) convey important information about categories and facilitate children's learning. Two studies with parents and their 2‐ or 4‐year‐old children (N = 104 dyads) examined whether individual differences in generic language use are as follows: (a) stable over time, contexts, and domains, and (b) linked to conceptual factors. For both children and parents, individual differences in rate of generic production were stable across time, contexts, and domains, and parents' generic usage significantly correlated with that of their own children. Furthermore, parents' essentialist beliefs correlated with their own and their children's rates of generic frequency. These results indicate that generic language use exhibits substantial stability and may reflect individual differences in speakers' conceptual attitudes toward categories. 相似文献
9.
Two studies ask whether scaffolded children (n = 243, 5–6 years and 9–10 years) recognize that assistance is needed to learn to use complex artifacts. In Study 1, children were asked to learn to use a toy pantograph. While children recognized the need for assistance for indirect knowledge, 70% of scaffolded children claimed that they would have learned to use the artifact without assistance, even though 0% of children actually succeeded without assistance. In Study 2, this illusion of self-sufficiency was significantly attenuated when observing another learner being scaffolded. Learners may fail to appreciate artifacts’ opacity because self-directed exploration can be partially informative, such that learning to use artifacts is typically scaffolded instead of taught explicitly. 相似文献
10.
Jennifer M. Zosh Brian N. Verdine Andrew Filipowicz Roberta Michnick Golinkoff Kathy Hirsh‐Pasek Nora S. Newcombe 《Mind, Brain, and Education》2015,9(3):136-144
As the traditional toys of the past are quickly being replaced with electronically “enhanced” toys, it is important to understand how these changes impact parent–child interactions, especially in light of the evidence that the richness and variety of these interactions have long‐term effects on diverse areas of cognition (Hart & Risley, 1995). Here, we compared the quantity and quality of the language children hear during play with either a traditional (nonelectronic) or an electronic shape sorter designed to teach children about geometric shapes. Spatial toys and spatial language, in particular, were explored since recent work has established that parents' use of spatial language links to children's short‐ and long‐term performance on spatial tasks (Pruden, Levine, & Huttenlocher, 2011), and that spatial skills are relevant to success in learning mathematics and science (Newcombe, 2010). Traditional toys prompted more parental spatial language and more varied overall language than did electronic toys. 相似文献
11.
Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles 总被引：2，自引：2，他引：0
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic
electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called Supercharged! on pre-service teachers’ understanding of electromagnetic concepts compared to students who conducted a more traditional
inquiry oriented investigation of the same concepts. This study was a part of a larger design experiment examining the pedagogical
potential of Supercharged! the control group learned through a series of guided inquiry methods while the experimental group played Supercharged! during the laboratory sections of the science course. There was significant difference F(2,134) = 4.8, p < 0.05, η2 = 0.59 between the control and experimental groups on the gains from pre-to-post assessment with an effect size of d = 0.72. However, while students in the experimental group performed better than their control group peers, they rated their
knowledge of the topic lower than the control group (M
post-control = 3.0, M
post-experiment = 2.7), leading to further examination of their laboratory journals. Results of this study show that video games can lead
to positive learning outcomes, as demonstrated by the increase in test scores from pre- to post-assessment. Additionally,
this study also suggests that a complementary approach, in which video games and hands-on activities are integrated, with
each activity informing the other, could be a very powerful technique for supporting student scientific understanding. Further,
our findings suggest that video game designers should embed meta-cognitive activities such as reflective opportunities into
educational video games to provide scaffolds for students and to reinforce that they are engaged in an educational learning
experience. 相似文献
12.
Cognitive load imposed by ultrasound‐facilitated teaching does not adversely affect gross anatomy learning outcomes 
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下载免费PDF全文 Heather A. Jamniczky Darrel Cotton Michael Paget Qahir Ramji Ryan Lenz Kevin McLaughlin Sylvain Coderre Irene W.Y. Ma 《Anatomical sciences education》2017,10(2):144-151
Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first‐year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound‐guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five‐point scale. Cognitive load on using ultrasound was measured on a nine‐point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on “image interpretation” was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = ?0.22; P = 0.61]. Weighted factor score on “basic knobology” was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P < 0.001). Using ultrasound to teach anatomy does not negatively impact learning and may improve learning outcomes. Anat Sci Educ 10: 144–151. © 2016 American Association of Anatomists. 相似文献
13.
Chiara Gambi Priya Jindal Sophie Sharpe Martin J. Pickering Hugh Rabagliati 《Child development》2021,92(3):1048-1066
By age 2, children are developing foundational language processing skills, such as quickly recognizing words and predicting words before they occur. How do these skills relate to children’s structural knowledge of vocabulary? Multiple aspects of language processing were simultaneously measured in a sample of 2-to-5-year-olds (N = 215): While older children were more fluent at recognizing words, at predicting words in a graded fashion, and at revising incorrect predictions, only revision was associated with concurrent vocabulary knowledge once age was accounted for. However, an exploratory longitudinal follow-up (N = 55) then found that word recognition and prediction skills were associated with rate of subsequent vocabulary development, but revision skills were not. We argue that prediction skills may facilitate language learning through enhancing processing speed. 相似文献
14.
The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross‐lagged panel analysis (N = 186) and two quasi‐experimental studies (N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by‐product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective‐by‐product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed. 相似文献
15.
Mark Guzdial 《Interactive Learning Environments》2013,21(1):001-044
Abstract Programming is an activity through which students can learn about other domains, but the difficulty of programming diminishes its usefulness as a learning activity. One approach to facilitate the use of programming for learning is to view programming as a skill like those taught through apprenticeships, and to use the apprenticeship concept of scaffolding to facilitate doing and learning through programming. Scaffolding means providing modifiable support (through fading) that communicates process, coaches, and elicits articulation. Software‐realized scaffolding embeds scaffolding in a computer‐based environment. Emile implements software‐realized scaffolding to facilitate student learning of physics by facilitating students building computer‐based models and simulations. In this article, I present Emile's features as examples of software‐realized scaffolding, and I present the results of an evaluation of Emile's effectiveness. Students were able to use Emile to create fairly sophisticated programs and gained a qualitative understanding of kinematics in the process. 相似文献
16.
17.
Sleep enhances generalization in adults, but this has not been examined in toddlers. This study examined the impact of napping versus wakefulness on the generalization of word learning in toddlers when the contextual background changes during learning. Thirty 2.5‐year‐old children (M = 32.94, SE = 0.46) learned labels for novel categories of objects, presented on different contextual backgrounds, and were tested on their ability to generalize the labels to new exemplars after a 4‐hr delay with or without a nap. The results demonstrated that only children who did not nap were able to generalize learning. These findings have critical implications for the functions of sleep versus wakefulness in generalization, implicating a role for forgetting during wakefulness in generalization. 相似文献
18.
The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (dTD = 0.337, dTS = 0.758) than in the free play group (dTD = 0.224, dTS = 0.158). 相似文献
19.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother 下载免费PDF全文
下载免费PDF全文 Amanda J. Lucas Emily R. R. Burdett Vanessa Burgess Lara A. Wood Nicola McGuigan Paul L. Harris Andrew Whiten 《Child development》2017,88(6):2026-2042
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
20.
Memory and Executive Functioning in 12‐Year‐Old Children With a History of Institutional Rearing 下载免费PDF全文
下载免费PDF全文 Johanna Bick Charles H. Zeanah Nathan A. Fox Charles A. Nelson 《Child development》2018,89(2):495-508
We examined visual recognition memory and executive functioning (spatial working memory [SWM], spatial planning, rule learning, and attention shifting) in 12‐year‐olds (n = 150) who participated in the Bucharest Early Intervention Project, a randomized controlled trial of foster care for institutionally reared children. Similar to prior reports at 8 years of age, institutionally reared children showed significant deficits in visual recognition memory and SWM. Deficits in attention shifting and rule learning were also apparent at this time point. These data suggest that early experiences continue to shape the development of memory, learning, and executive functioning processes in preadolescence, which may explain broader cognitive and learning difficulties commonly associated with severe early life neglect. 相似文献