期刊
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
卷 126, 期 -, 页码 198-212出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jecp.2014.03.001
关键词
Causal explanation; Causal reasoning; Self-explanation; Learning; Generalization; Cognitive development; Early childhood
资金
- Direct For Education and Human Resources [1056712] Funding Source: National Science Foundation
- Division Of Research On Learning [1056712] Funding Source: National Science Foundation
- Economic and Social Research Council [ES/I005455/1] Funding Source: researchfish
- ESRC [ES/I005455/1] Funding Source: UKRI
Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy's causal and non-causal properties with children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved explanation. Dependent measures included whether children understood the toy's functional mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization but does not improve (and in younger children can even impair) memory for causally irrelevant perceptual details. (C) 2014 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/ licenses/by/3.0/).
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