Helping Children Enter into Another's Experiences: The Look and Feel of It

Autor/inn/en	Foley, Mary Ann; Ratner, Hilary H.; Gentes, Emily
Titel	Helping Children Enter into Another's Experiences: The Look and Feel of It
Quelle	In: Journal of Cognition and Development, 11 (2010) 2, S.217-239 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Memory; Art Products; Experiments; Interaction; Coding; Prediction; Observation; Experience; Adults; Preschool Children + Suchen Sie Ihr Suchwort? Gedächtnis; Künstlerische Produktion; Erprobung; Interaktion; Codierung; Programmierung; Vorhersage; Beobachtung; Erfahrung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The role of focusing 4-year-olds' attention on "feeling" or "looking" was examined in three experiments by testing predictions about children's memory for their interactions with an adult partner as they engaged in a collaborative task. Children made collages with an adult partner, and they were later asked to remember who placed the pieces on the collage. Children were more likely to claim they placed pieces actually placed by their partner (Experiments 1, 2, and 3), unless directed to think about how their partner looked when placing the partner's pieces (Experiments 1 and 3). False claims were observed after children were directed to think about how it would "feel" to perform the actions, whether motoric instructions were focused on the self (Experiment 2, N = 48) or partner (Experiment 1, N = 40, and Experiment 3, N = 24). Furthermore, false claims (referred to as "I did it" errors) were positively associated with accurate collage memory (Experiment 3). These findings suggest that adopting a perspective during encoding that involves "feeling" movements--whether focused on the self or partner--plays an important role in children's memory for collaboration (in this context, memory for contributions made by children or their adult partners to the completion of a collage). A focus on "feeling" may be a way to "enter into" the experiences of another, promoting anticipation and recoding, which may lead to better learning in both collaborative and non-collaborative contexts. (Contains 3 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10