期刊
JOURNAL OF COGNITION AND DEVELOPMENT
卷 17, 期 5, 页码 718-736出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15248372.2015.1098649
关键词
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资金
- National Science Foundation
- National Institute of Child Health and Human Development [HD-36043, HD022149]
- Varieties of Understanding Project at Fordham University
- John Templeton Foundation
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT [R37HD022149] Funding Source: NIH RePORTER
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT [R56HD036043] Funding Source: NIH RePORTER
Research with preschool children has shown that explanations are important to them in that they actively seek explanations in their conversations with adults. But what sorts of explanations do they prefer, and what, if anything, do young children learn from the explanations they receive? Following a preliminary study with adults (N=67) to establish materials for use with children, we addressed this question using a seminaturalistic methodology. Four- and 5-year-olds (N=69) were dissatisfied when receiving nonexplanations to their explanatory questions, but they were satisfied when receiving explanations, and their satisfaction varied appropriately across several levels of explanatory information. Moreover, using recall as a measure of learning, whereas children typically failed to recall nonexplanations, their recall of explanatory information was consistently high and also varied appropriately across differing levels of information provided. These results confirm that children not only actively seek informative explanations in their everyday conversational interactions with adults, but they selectively retain the answers they receive.
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