Young Children Prefer and Remember Satisfying Explanations

Autor/inn/en	Frazier, Brandy N.; Gelman, Susan A.; Wellman, Henry M.
Titel	Young Children Prefer and Remember Satisfying Explanations
Quelle	In: Journal of Cognition and Development, 17 (2016) 5, S.718-736 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2015.1098649
Schlagwörter	Preschool Children; Epistemology; Concept Formation; Knowledge Level; Preferences; Satisfaction; Research Methodology; Interpersonal Communication; Interpersonal Relationship; Recall (Psychology); Experiments; Emotional Response; Coding; Statistical Analysis; Undergraduate Students + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erkenntnistheorie; Concept learning; Begriffsbildung; Wissensbasis; Zufriedenheit; Research method; Forschungsmethode; Interpersonale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Abberufung; Erprobung; Emotionales Verhalten; Codierung; Programmierung; Statistische Analyse
Abstract	Research with preschool children has shown that explanations are important to them in that they actively seek explanations in their conversations with adults. But what sorts of explanations do they prefer, and what, if anything, do young children learn from the explanations they receive? Following a preliminary study with adults (N = 67) to establish materials for use with children, we addressed this question using a seminaturalistic methodology. Four- and 5-year-olds (N = 69) were dissatisfied when receiving nonexplanations to their explanatory questions, but they were satisfied when receiving explanations, and their satisfaction varied appropriately across several levels of explanatory information. Moreover, using recall as a measure of learning, whereas children typically failed to recall nonexplanations, their recall of explanatory information was consistently high and also varied appropriately across differing levels of information provided. These results confirm that children not only actively seek informative explanations in their everyday conversational interactions with adults, but they selectively retain the answers they receive. (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	2020/1/01