Preschoolers given a pedagogical demonstration of a toy function play for less time than children in interrupted, naive, or baseline conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children in the Pedagogical condition played with the toy significantly less time than children in the Interrupted, Naive, or Baseline conditions. → Bonawitz Elizabeth 2011

Evidence¶

Bonawitz Elizabeth 2011¶

Bonawitz Elizabeth, Shafto Patrick, Gweon Hyowon, Goodman Noah D., Spelke Elizabeth, Schulz Laura. (2011). The Double-edged Sword of Pedagogy: Instruction limits spontaneous exploration and discovery. Cognition. https://doi.org/10.1016/j.cognition.2010.10.001

q3 · i? · causal · r2

Experiment 1, a four-condition between-subjects study with 85 preschoolers (mean age 58 months) in a science museum, tested free play with a novel toy after pedagogical, interrupted, naive, or no demonstration. The planned linear contrast showed "significantly less time" playing in the Pedagogical condition, F(1,81)=4.52, p<0.05.

"Children in the Pedagogical condition played with the toy for significantly less time (M=119.2s) than children in the Interrupted (M=179.6s), Naïve (M=132.7s), or Baseline (M=205.7) conditions (F(1,81)=4.52, p<0.05)."

Discussion¶

Learner Variables¶

• Time and Continuity — outcome: instruction changes it

Related Claims¶

• Pedagogically instructed preschoolers perform fewer kinds of actions and discover fewer non-demonstrated functions of a novel toy than children in non-pedagogical conditions — related
• Preschoolers constrain exploration after direct instruction and after overhearing instruction to another child, but not after overhearing instruction to an adult or a non-pedagogical intentional action — related
• Overhearing dialogue between virtual tutor and tutee produced more recall propositions, transfer questions, and deeper reasoning than monologue — related