期刊
DEVELOPMENTAL PSYCHOLOGY
卷 49, 期 3, 页码 491-504出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0027901
关键词
children; pedagogy; generics; language
资金
- NICHD NIH HHS [HD-36043, R01 HD036043, R56 HD036043] Funding Source: Medline
The present studies test 2 hypotheses: (1) that pedagogical contexts especially convey generic information (Csibra & Gergely, 2009) and (2) that young children are sensitive to this aspect of pedagogy. We examined generic language (e.g., Elephants live in Africa) in 3 studies, focusing on informational versus narrative children's books (Study 1), the language of 6-year-old children and adults assuming either a pedagogical (teacher) or nonpedagogical (friend) role (Study 2), and the language of 5-year-old children and adults speaking to either an ignorant alien (pedagogical context) or a peer (nonpedagogical context; Study 3). Results suggest that generics are more frequent in informational than narrative texts. Furthermore, both adults and young children provide more generic language in pedagogical contexts and when assuming a pedagogical role. Together, the studies demonstrate that pedagogical contexts are distinctive in conveying generic information and that children are sensitive to this aspect of the language input. We suggest that generic knowledge is more useful in making predictions about the future and thus more highly valued during instruction.
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