Development of Children's Sensitivity to Overinformativeness in Learning and Teaching

Autor/inn/en	Gweon, Hyowon; Shafto, Patrick; Schulz, Laura
Titel	Development of Children's Sensitivity to Overinformativeness in Learning and Teaching
Quelle	In: Developmental Psychology, 54 (2018) 11, S.2113-2125 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000580
Schlagwörter	Young Children; Interpersonal Communication; Prior Learning; Knowledge Level; Age Differences; Theory of Mind; Preschool Children; Urban Schools; Toys; Color; Preferences; Puppetry; Novelty (Stimulus Dimension); Familiarity + Suchen Sie Ihr Suchwort? Frühe Kindheit; Interpersonale Kommunikation; Vorkenntnisse; Wissensbasis; Age; Difference; Age difference; Altersunterschied; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Toy; Spielzeug; Colour; Farbbezeichnung; Farbe; Puppenspiel
Abstract	Effective communication requires knowing the "right" amount of information to provide; what is necessary for a naïve learner to arrive at a target hypothesis may be superfluous and inefficient for a knowledgeable learner. The current study examines 4- to 7-year-olds' developing sensitivity to overinformative communication and their ability to decide how much information is appropriate depending on the learner's prior knowledge. In Experiment 1 (N = 184, age = 4.09-7.98 years), 5- to 7-year-old children preferred teachers who gave costly, exhaustive demonstrations when learners were naïve, but preferred teachers who gave efficient, selective demonstrations when learners were already knowledgeable given their prior experience (i.e., common ground). However, 4-year-olds did not show a clear preference. In Experiment 2 (N = 80, age = 4.05-6.99 years), we asked whether children flexibly modulated their own teaching based on learners' knowledge. Five and 6-year-olds, but not 4-year-olds, were more likely to provide exhaustive demonstrations to naïve learners than to knowledgeable learners. These results suggest that by 5 years of age, children are sensitive to overinformativeness and understand the trade-off between informativeness and efficiency; they reason about what others know based on the presence or absence of common ground and flexibly decide how much information is appropriate both as learners and as teachers. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01