首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Generalizing knowledge about nonobvious object properties often involves inductive inference. For example, having discovered that a particular object can float, we may infer that other objects of similar appearance likewise float. In this research, exploratory play served as a window on early inductive capability. In the first study, 48 infants between 9 and 16 months explored pairs of novel toys in 2 test conditions: violated expectation (two similar toys were presented in sequence, the first toy produced an interesting nonobvious property, such as a distinctive sound or movement, while the second toy was invisibly altered such that it failed to produce the nonobvious property available in the first toy), and interest control (two similar-looking toys were presented in sequence, neither of which produced the interesting property). Infants quickly and persistently attempted to reproduce the interesting property when exploring the second toy of the violated expectation condition relative to the first toy of the interest control condition (a baseline estimate) or the second toy of the interest control condition (an estimate of simple disinterest). The second study, with 40 9–16-month-olds, confirmed these results and also indicated a degree of discrimination on infants' part: Infants seldom expected toys of radically different appearance to possess the same nonobvious property. The findings indicate that infants as young as 9 months can draw simple inferences about nonobvious object properties after only brief experience with just 1 exemplar.  相似文献   

2.
Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool-aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9; N = 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise as vicarious prediction error to guide their own exploration.  相似文献   

3.
This paper addresses the issue of positionality in researching the researcher’s own culture and discusses its epistemological implications. Drawing on the researcher’s own field experience in which she entered teenage cultural space, this paper is an attempt at a self‐reflexive analysis of the relationships between the researcher and the participants (teenage youths, former dropouts). In so doing, it aims to discuss the methodological significance of the researcher’s subjectivity, positionality and reflexivity. The paper unpacks the researcher’s journey with first‐person voices, intending to illuminate a poststructural thesis regarding the knower’s implicatedness, multiple and shifting subjectivities, and the negotiated and situationally contingent nature of stories.  相似文献   

4.
In recent years, there has been increasing interest in children’s experiences and perspectives of their own lives. This interest has been stimulated by legal and political initiatives (e.g., the UN Convention on the Rights of the Child), and by theoretical developments in education and social science disciplines. Children are no longer viewed primarily as “becomings”, but as “beings”, whose ideas, experiences, choices and relationships are interesting in their own right. Children, like adults, are “social agents”, who make sense of their experiences. This paper discusses the multi‐level approach metaphorically termed “listening to children’s voices”. First, there is the methodological level – i.e., how to listen. However, this paper does not go into detail regarding what kinds of methods are suitable for grasping the sense of children’s experiences. Second, studies of children’s (or adults’) experiences are underpinned by insider epistemology, the core of which is that insiders have a privileged access to knowledge of their own experiences. The question that will be addressed is what kind of knowledge is insider knowledge; two versions of insider epistemology are discussed in this paper. Third, the approach of listening to children is also underpinned by theory of the subject (or subjectivities). The paper briefly discusses five conceptions of the subject in terms of their possible implications for research on children’s experiences and perspectives. It is argued that even though some definitions of the subject are directly opposed to each other, it is possible to combine some perspectives. The relational conception of the subject, and the theory of interactionism developed by Brian Fay may be helpful for developing knowledge of lived experience, especially when individuals and groups being studied are seemingly very different from the researcher. It is concluded that an open (or weak) thesis of insider epistemology and a relational theory of the subject can offer a powerful theoretical foundation for research on experiences of children, especially of children whose voices are seldom heard.  相似文献   

5.
We conducted a survey to compare a group of older adults’ and a group of younger adults’ beliefs regarding their own and each other's memory abilities. We also asked both age groups to identify items they believed older adults remember well. The survey was returned by 185 older (ages 60‐92) and 184 younger (ages 17‐39) participants. Of the 30 items we generated older adults reported that they would remember 23 better than younger adults would and 7 worse than younger adults would, and younger adults reported that they would remember 12 of the items better and 18 of them worse than older adults. Both age groups also generated many items that they believed older adults remember better than younger adults do. Finally, respondents generated items that they believed adults in their own age group had to remember routinely that adults in the other age group did not. The two groups agreed that older adults would spend more time and have more difficulty learning lines for presentation to an audience than would younger adults. Most of the older adults reported that their memories had changed; most of the younger adults reported that their memories had not changed. The belief that although older adults’ memory is worse than young adults’ they still remember some things better than the young is viewed as a realistic assessment, and implications for future research are discussed.  相似文献   

6.
Infants' ability to mentally track the orientation of an object during a hidden rotation was investigated (N = 28 in each experiment). A toy on a turntable was fully covered and then rotated 90°. When revealed, the toy had turned with the turntable (probable event), remained at its starting orientation (improbable event in Experiment 1), or turned to the opposite side (improbable event in Experiment 2). Results demonstrated a developmental progression between 14 and 16 months of age in infants' sensitivity to spatial object relations and their ability to track the orientation of an object during hidden rotation. Experiment 3 showed that 14‐month‐olds' performance improved with hands‐on training, highlighting the role of action experience in cognitive development.  相似文献   

7.
This study provides evidence that children give priority to ownership when judging who should use an object. Children (N = 269) and adults (N = 154) considered disputes over objects. In disputes between a character using an object and the owner of the object, children, as young as 3 years and as old as 7 years, sided with the owner, and did so more than adults. However, children aged 4 and older disregarded owners' rights in dilemmas where these were pitted against the need to prevent harm. These findings suggest that ownership is central in children's judgments about object use and constrain developmental accounts of how children acquire an appreciation of ownership.  相似文献   

8.
Children are capable of viewing object ownership as categorical and exclusive, but ownership claims can also vary by degree. This study investigated how children use these different conceptions of ownership in a giving and a taking task. In two studies, 4- to 7-year olds (N = 105) could give and take craft objects that they or another child had found (weaker claim) and made (stronger claim). In Study 1, no additional ownership information was given, and in Study 2 categorical ownership was stated (“these belong to you”). The results showed that children used categorical ownership for their own objects but used ownership strength for the other child's objects, taking more of the found items.  相似文献   

9.
A democratic community of practice: unpicking all those words   总被引：1，自引：1，他引：0  
The No Outsiders research consortium draws upon the Cultural Historical Activity Theory (CHAT) notion of a community of practice with a shared focus on ‘researching approaches to sexualities equality in primary schools’. While the word ‘community’, for some, may carry connotations of harmony and even homogeneity, the project proposal anticipated that much of the project development would emerge from dissensus, rather than consensus. In this paper two participants, the senior researcher and a teacher‐researcher, will analyse themes that have emerged through web‐based and email discussions among participants over the course of a year focusing on negotiating these kinds of hierarchical relationships among teacher‐researchers and university researchers. Rather than providing guidelines for establishing and maintaining a democratic community of practice, we examine the complexities inherent in the process. We argue that the negotiation process itself is a crucial aspect of collaboration, and recommend resisting the temptation to expect these negotiations to minimize dissent and reach compromise.  相似文献   

10.
The purpose of this qualitative study was to provide an intergenerational exchange as undergraduate students taking an introductory Psychology of Aging course, interviewed and watched films with older adult participants (N = 13) residing in an assisted living community. The undergraduate researchers (N = 10) conducted and transcribed interviews, wrote about their perceptions of interviews and film viewing with older adults, and their instructor interviewed assisted living staff (N = 2) creating an assessment of participants, researchers, and staff. Researchers listened and learned from older adult’s words, thereby improving researchers’ understanding that older adults preferred in-person discussions over film viewing. Researchers learned from older adults’ words, as they began to understand that sexual content in today’s films may reduce entertainment viewing for youth and older adults. Older adults described television remotes and phones with frustration and researchers felt angst for their frustration. Findings suggested understanding and meaning for participants and researchers in this service learning intergenerational exchange generated through undergraduate research.  相似文献   

11.
ABSTRACT

Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.  相似文献   

12.
Toddlers are remarkably prosocial toward adults, yet little is known about their helping behavior toward peers. In the present study with 18‐ and 30‐month‐old toddlers (n = 192, 48 dyads per age group), one child needed help reaching an object to continue a task that was engaging for both children. The object was within reach of the second child who helped significantly more often compared to a no‐need control condition. The helper also fulfilled the peer's need when the task was engaging only for the child needing help. These findings suggest that toddlers’ skills and motivations of helping do not depend on having a competent and helpful recipient, such as an adult, but rather they are much more flexible and general.  相似文献   

13.
The present study examined how peer group norms influence children's evaluations of deviant ingroup members. Following the manipulation of competitive or cooperative norms, participants (children, Mage = 8.69; adolescents, Mage = 13.81; adults, Mage = 20.89; n = 263) evaluated deviant ingroup members from their own and the group's perspective. Children rated cooperative deviancy positively and believed their group would do the same. Adolescents and adults believed that their group would negatively evaluate cooperative deviancy when their group supported a competitive allocation strategy. Reasoning varied based on norm and participants’ agreement with deviancy. Understanding an ingroup may not be favorable toward a cooperative deviant in a competitive context is a developmental challenge requiring the coordination of social and moral norms.  相似文献   

14.
ABSTRACT

To help a group of nine adolescent boys with behavioural needs improve their social-emotional skills, the researcher designed and conducted a longitudinal intervention at a public secondary school in British Columbia. In order to complete this task, the researcher drew on the various strengths of action research, lesson study and learning study. Together their distinct attributes acted as an organizational framework and were seen to provide an effective and robust approach to school-based research. The action research component of the study ensured that the intervention had a deep understanding of the problems facing male students with behavioural needs, that stakeholders’ voices were considered in the research and that the personal role of the researcher was acknowledged. Learning study established positive masculinity as the intervention’s primary object of learning; and it helped influence the content and approach of individual sessions. Finally, lesson study’s fluid and collaborative approach to assessment allowed for ongoing guidance and a more comprehensive and nuanced understanding of the study’s results. Although there are similarities between action research, learning and lesson studies, the research discussed in this article demonstrates the efficacy and benefit in allowing their distinctive strengths to be used in conjunction for a longitudinal intervention.  相似文献   

15.
The term professional vision points to the many nuanced ways professionals see. This paper traces the development of a professional vision of a researcher and a teacher looking at classroom practices. The researcher’s interest was to capture and study notable aspects of the teacher’s practice. Through a coding scheme, disparate classroom events were organized and analyzed to yield a researcher’s professional vision of the teacher’s practices. For the teacher, through reviewing the video records of his own classroom practices, his professional vision provided a basis for him to reflect and develop professionally. Leveraging on the work of the researcher, he initiated and transformed his own practices. Their collaboration yielded a mutually informed development of professional vision of classroom practices. In juxtaposing the two developments, the researcher and the teacher’s views can be contrasted, their distinctive interests highlighted and common grounds explored. Some implications for developing professional vision are drawn, and it is in the common grounds of the teacher’s professional development and seeing with a goal of enhancing of student learning that hold some promise of a mutual interest in developing a professional vision of classroom practices.  相似文献   

16.
Research Findings: Prior research indicates that shared book reading is an effective method for teaching biological concepts to young children. Adult questioning during reading enhances children’s comprehension. We investigated whether adult prompting during the reading of an electronic book enhanced children’s understanding of a biological concept. Ninety-one 4-year-olds read about camouflage in 3 conditions. We varied how prompts were provided: (a) read by the book, (b) read by a researcher, or (c) given face to face by the researcher. There was an interaction between children’s initial vocabulary level and condition. Children with low vocabulary scores gave fewer camouflage responses than their high-vocabulary peers, and this effect was particularly pronounced in the book-read condition. Children’s executive function was also measured and discussed. Practice or Policy: Our findings indicate that under some circumstances electronic prompts built into touchscreen books can be as effective at supporting conceptual development as the same prompts provided by a coreading adult. However, children with low vocabulary skills may be particularly supported by adult-led prompting. We suggest that adult prompting be used to motivate children to test and revise their own biological theories. Once children have learned strategies for updating their concepts, electronic prompting may be useful for scaffolding children’s transition to using the strategies when reading alone.  相似文献   

17.
Children's Causal Explanations of Animate and Inanimate Motion   总被引：3，自引：0，他引：3  
Adults frequently refer to nonobvious, internal, or immanent causal mechanisms when explaining certain kinds of movement— such as the movement of animals (e.g., a rabbit hops because of its brain and muscles) and the self-sustained movement of artifacts (e.g., a toy moves on its own because of batteries or gears). This series of studies examined whether and when preschool children are willing to attribute internal and immanent causes to motion. In 3 studies, preschool children and adults viewed animals and artifacts (wind-up toys and transparent objects) either moving independently or being transported by a person. Children explained animal and artifact events differently, even with the kind of movement controlled: They were more likely to attribute immanent cause to animals than to artifacts and more likely to attribute human cause to artifacts than animals. Internal causes were less frequently endorsed overall; however, when asked to describe the insides of artifacts, children who saw them moving alone more often described internal mechanisms (e.g., batteries, electricity) than children who did not see them moving alone. Altogether, the studies suggest that children as young as 3 or 4 years of age honor two principles: For animals more than for artifacts, movement is caused by an immanent source, and across domains, movements without an observable agent have an internal or immanent source.  相似文献   

18.
Three experiments investigated changes from 15 to 30 months of age in children’s (N = 114) mastery of relations between an object and an aperture, supporting surface, or form. When choosing between objects to insert into an aperture, older children selected objects of an appropriate size and shape, but younger children showed little selectivity. Further experiments probed the sources of younger children’s difficulty by comparing children’s performance placing a target object in a hole, on a 2‐dimensional form, or atop another solid object. Together, the findings suggest that some factors limiting adults’ object representations, including the difficulty of comparing the shapes of positive and negative spaces and of representing shapes in 3 dimensions, contribute to young children’s errors in manipulating objects.  相似文献   

19.
Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time.  相似文献   

20.
We explored children's and adults’ ability to disengage from current physiological states when forecasting future desires. In Study 1, 8‐ to 13‐year‐olds and adults (N = 104) ate pretzels (to induce thirst) and then predicted and explained what they would want tomorrow, pretzels or water. Demonstrating life‐span continuity, approximately 70% of participants, regardless of age, chose water and referenced current thirst as their rationale. Individual differences in working memory and undergraduate grade point average were positively related to performance on the pretzel task. In Study 2, we obtained baseline preferences from adults (N = 35) and confirmed that, prior to consuming pretzels, people do not anticipate wanting water more than pretzels the next day. Together, these findings indicate that both children and adults are tethered to the present when forecasting their future desires.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号