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ERIC Number: EJ1101133
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Learning from Others and Spontaneous Exploration: A Cross-Cultural Investigation
Shneidman, Laura; Gweon, Hyowon; Schulz, Laura E.; Woodward, Amanda L.
Child Development, v87 n3 p723-735 May-Jun 2016
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Mexico; United States
Grant or Contract Numbers: BCS1226113|CCF1231216