期刊
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
卷 132, 期 -, 页码 221-229出版社
ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.jecp.2015.01.004
关键词
Children's learning; Metacognition; Theory of mind; Knowledge change; Source memory; Cognitive development
资金
- National Science Foundation [1223777]
- Direct For Education and Human Resources
- Division Of Research On Learning [1223777] Funding Source: National Science Foundation
What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how they learned those things. Most of the 4- and 5-year-olds' responses to these questions indicated a lack of awareness about the nature of learning or how learning occurs. In contrast, the 8- to 10-year-olds showed a strong understanding of learning as a process and could often generate explicit metacognitive responses indicating that they understood under what circumstances learning would occur. The 6- and 7-year-olds were in a transitional stage between these two levels of understanding. We discuss the implications of this development with children's theory-of-mind development more generally. (C) 2015 Elsevier Inc. All rights reserved.
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