Learning from Others and Spontaneous Exploration: A Cross-Cultural Investigation

Autor/inn/en	Shneidman, Laura; Gweon, Hyowon; Schulz, Laura E.; Woodward, Amanda L.
Titel	Learning from Others and Spontaneous Exploration: A Cross-Cultural Investigation
Quelle	In: Child Development, 87 (2016) 3, S.723-735 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12502
Schlagwörter	Social Experience; Inferences; Social Development; Cross Cultural Studies; Cultural Differences; Social Influences; Inquiry; Foreign Countries; Toddlers; Mexico; United States + Suchen Sie Ihr Suchwort? Soziale Erfahrung; Inference; Inferenz; Soziale Entwicklung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Sozialer Einfluss; Ausland; Infant; Infants; Toddler; Kleinkind; Mexiko; USA
Abstract	How does early social experience affect children's inferences and exploration? Following prior work on children's reasoning in pedagogical contexts, this study examined U.S. children with less experience in formal schooling and Yucatec Mayan children whose early social input is predominantly observational. In Experiment 1, U.S. 2-year-olds (n = 77) showed more restricted exploration of a toy following a pedagogical demonstration than an interrupted, accidental, or no demonstration (baseline). In Experiment 2, Yucatec Mayan and U.S. 2-year-olds (n = 66) showed more restricted exploration following a pedagogical than an observational demonstration, while only Mayan children showed more restriction with age. These results suggest that although schooling is not a necessary precursor for sensitivity to pedagogy, early social experience may influence children's inferences and exploration in pedagogical contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01