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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Published on: April 19, 2017

Children's attention to sample composition in learning, teaching and discovery.

Marjorie Rhodes1, Susan A Gelman1, Daniel Brickman1

  • 1Department of Psychology, University of Michigan, Ann Arbor, USA.

Developmental Science
|May 7, 2010
PubMed
Summary

Children focus on sample diversity in teacher-led learning but not when exploring independently. Adults, however, consider sample diversity in both pedagogical and learner-driven contexts, highlighting developmental differences in evidence evaluation.

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Published on: June 30, 2020

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Learning Sciences

Background:

  • Understanding how children learn and evaluate evidence is crucial for educational practices.
  • Prior research indicates context influences cognitive processes, but specific effects on sample composition attention are less understood.

Purpose of the Study:

  • To investigate how children's and adults' attention to sample composition differs across pedagogical (teacher-led) and non-pedagogical (learner-driven) learning contexts.
  • To explore developmental differences in evidence interpretation and selection based on learning environment.

Main Methods:

  • Two studies involving children (5-6 years old) and adults examined attention to sample composition (diversity of category representation).
  • Study 1 compared attention in teacher-led versus learner-driven contexts for making biological inferences.
  • Study 2 assessed sample creation choices for teaching versus information discovery.

Main Results:

  • Five-year-olds attended to sample composition for biological inferences only in teacher-led settings.
  • Six-year-olds created diverse samples for teaching but not for self-discovery, unlike adults who did so for both.
  • Adults consistently attended to sample composition across both learning contexts.

Conclusions:

  • Children's (but not adults') attention to sample composition is context-dependent, particularly in pedagogical versus non-pedagogical learning situations.
  • Developmental shifts occur in how individuals utilize sample diversity for learning and knowledge acquisition.
  • Findings underscore the impact of social learning contexts on children's evidence-gathering strategies.