Saylor / Ganea Active Learning from Infancy to Childhood

Social Motivation, Cognition, and Linguistic Mechanisms
1. Auflage 2018
ISBN: 978-3-319-77182-3
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 265 Seiten

Reihe: Behavioral Science and Psychology (R0)

This book presents new findings on the role of active learning in infants’ and young children’s cognitive and linguistic development. Chapters discuss evidence-based models, identify possible neurological mechanisms supporting active learning, pinpoint children’s early understanding of learning, and trace children’s recognition of their own learning. Chapters also address how children shape their lexicon, covering a range of active learning practices including interactions with parents, teachers, and peers; curiosity and exploration during play; seeking information from other people and their surroundings; and asking questions. In addition, processes of selective learning are discussed, from learning new words and trusting others in acquiring information to weighing evidence and accepting ambiguity. 

Topics featured in this book include:

• Infants’ active role in language learning.
  
• The process of active word learning.
  
• Understanding when and how explanation promotes exploration.
  
• How conversations with parents can affect children’s word associations.
  
• Evidence evaluation for active learning and teaching in early childhood.
  
• Bilingual children and their role as language brokers for their parents.

Active Learning from Infancy to Childhood is a must-have resource for researchers, clinicians and related professionals, and graduate students in developmental psychology, psycholinguistics, educational psychology, and early childhood education. 

Autoren/Hrsg.

Saylor, Megan M.

Ganea, Patricia A.

Inhaltsverzeichnis

1;Dedication;5
2;Contents;6
3;Contributors;8
4;About the Editors;11
5;Part I: Foundations of Active Learning;12
5.1;Chapter 1: Introduction: How Children Propel Development;13
5.1.1;References;20
5.2;Chapter 2: Curious Learners: How Infants’ Motivation to Learn Shapes and Is Shaped by Infants’ Interactions with the Social World;22
5.2.1;Introduction;22
5.2.2;Curiosity;23
5.2.3;Curiosity in Early Life;25
5.2.4;Asking Questions Without Words;27
5.2.5;Social Referencing;27
5.2.6;Babbling;29
5.2.7;Pointing;31
5.2.8;From Seeking Information to Choosing Social Partners;35
5.2.9;Nurturing Young Children’s Curiosity;38
5.2.10;Conclusions;40
5.2.11;References;40
5.3;Chapter 3: Taking Center Stage: Infants’ Active Role In Language Learning;47
5.3.1;Introduction;47
5.3.2;Foundational Language Skills;48
5.3.3;Statistical Learning;48
5.3.4;Contingency Detection;49
5.3.5;Summary;50
5.3.6;Real-Time Behaviors;50
5.3.7;Vocalizations and Gestures;50
5.3.8;Object Manipulation and Play;51
5.3.9;Summary;52
5.3.10;Developmental Changes;53
5.3.11;Developments in Play and Language;53
5.3.12;Developments in Motor Skills;55
5.3.13;Summary;56
5.3.14;Future Directions;57
5.3.15;Conclusions;57
5.3.16;References;58
6;Part II: Cognitive and Linguistic Skills that Enable Active Learning;62
6.1;Chapter 4: Curiosity, Exploration, and Children’s Understanding of Learning;63
6.1.1;Introduction;63
6.1.2;Children’s Understanding of How Learning Occurs;65
6.1.3;Learning and Action;66
6.1.4;Children’s Developing Metacognition and Their Understanding of Learning;67
6.1.5;Children’s Reflections on Their Own Learning;69
6.1.6;Curiosity and the Development of a Concept of Learning;72
6.1.7;Conclusion;75
6.1.8;References;75
6.2;Chapter 5: The Process of Active Word Learning;81
6.2.1;Introduction;81
6.2.2;What Do Children Need to Understand to Ask a Question About a Word Meaning?;82
6.2.3;Knowing What They Don’t Know;83
6.2.4;Wanting to Know About a Word;85
6.2.5;Information-Seeking Skills;88
6.2.6;Conclusion;96
6.2.7;References;96
6.3;Chapter 6: Understanding When and How Explanation Promotes Exploration;100
6.3.1;Introduction;100
6.3.2;Recognizing Faulty Explanations;102
6.3.3;Determining if an Explanation Is Satisfactory;104
6.3.4;Recognizing Gaps in Self-Explanations;106
6.3.5;When Do Explanations Prompt Exploration?;108
6.3.6;Personal Influences on Explanation and Exploration;109
6.3.7;Social Influences on Explanation and Exploration;111
6.3.8;Conclusions;113
6.3.9;References;114
6.4;Chapter 7: Explanation Scaffolds Causal Learning and Problem Solving in Childhood;118
6.4.1;Introduction;118
6.4.2;Explanation and Causal Learning;120
6.4.3;Explanation and Problem Solving;124
6.4.4;Conclusion;127
6.4.5;References;129
7;Part III: Epistemic Trust: Selectivity in Children’s Learning;133
7.1;Chapter 8: Insights into Children’s Testimonial Reasoning;134
7.1.1;Introduction;134
7.1.2;Reliability Assessments;136
7.1.3;Knowledge Attributions;137
7.1.4;Error Forgiveness;138
7.1.5;When Epistemic Reliability and Socio-Moral Information Conflicts;141
7.1.6;Individual Differences in Epistemic Trust;143
7.1.7;Summary;145
7.1.8;References;146
7.2;Chapter 9: Mechanisms of Selective Word Learning: Evidence and Implications;150
7.2.1;Introduction;150
7.2.2;Why Are Children Selective Social Learners?;152
7.2.3;Two Possible Mechanisms of Selective Word Learning: Inattention and Semantic-Blocking;153
7.2.4;Evidence for Semantic-Blocking;154
7.2.4.1;Behavioral;154
7.2.4.2;Event-Related Potentials;156
7.2.4.3;Eye-Tracking;159
7.2.5;New Directions;160
7.2.5.1;Standard Model of Word Learning;160
7.2.5.2;Challenging the Standard Model of Word Learning;161
7.2.6;Conclusion;165
7.2.7;References;165
7.3;Chapter 10: The Role of Testimony in Children’s Belief in the Existence of the Unobservable;170
7.3.1;Introduction;170
7.3.2;Testimony as a Mechanism for Belief in the Existence of the Unobservable;172
7.3.3;The Role of Physical Possibility in Constraining Belief in the Unobservable;175
7.3.4;Belief in Religious Narratives;178
7.3.5;The Importance of Community-Based Testimony;180
7.3.6;Conclusions;182
7.3.7;References;184
8;Part IV: Active Learning in Diverse Contexts;189
8.1;Chapter 11: How Conversations with Parents May Help Children Learn to Separate the Sheep from the Goats (and the Robots);190
8.1.1;Introduction;190
8.1.2;Why Focus on Parent–Child Conversation?;191
8.1.3;Why Focus on Animal Concepts?;192
8.1.4;Study 1: Everyday Family Conversations About Animals;193
8.1.5;Study 2: Parent–Child Talk about Animals, Artifacts, and Edge Cases;197
8.1.6;Conversations About Clear Cases;197
8.1.7;Conversations About Atypical Animals and Animal Toys;198
8.1.7.1;Sea Star;199
8.1.7.2;Stuffed Animal Toy;201
8.1.7.3;Robotic Dog;202
8.1.8;Study 3: Parent–Child Conversations About Animals that Vary in Similarity to Humans;203
8.1.8.1;Pronouns and Properties;203
8.1.8.2;Parental Responses to Children’s Statements;205
8.1.9;Conclusions and Implications;207
8.1.9.1;Preparing for Learning Conversations;208
8.1.9.2;Initiating Learning Conversations;208
8.1.9.3;Maintaining and Extending Learning Conversations;209
8.1.9.4;Evaluating Information and Learning in Parent–Child Conversations;210
8.1.10;References;211
8.2;Chapter 12: Choosing to Learn: Evidence Evaluation for Active Learning and Teaching in Early Childhood;214
8.2.1;Introduction;214
8.2.2;Evidence Selection in Choosing to Explore;216
8.2.3;Evidence Selection in Choosing Informants;220
8.2.4;Evidence Selection in Teaching;223
8.2.5;Evaluating Other’s Evidence Selection;226
8.2.6;Final Remarks;227
8.2.7;References;229
8.3;Chapter 13: Bilingual Children: Active Language Learners as Language Brokers;233
8.3.1;Introduction;233
8.3.2;One Language System, Two Languages;234
8.3.3;Cognitive Flexibility, Perspective Taking, and Mental State Understanding;235
8.3.4;Bilingualism and Babies;236
8.3.5;Linguistic and Metalinguistic Skills and Strategies;237
8.3.6;Having Successful Conversations (Pragmatics);238
8.3.7;Language Brokering in Bilingual Families;239
8.3.8;Challenges Facing Bilingual Students;241
8.3.9;Bilingual Children and School;245
8.3.10;Innovations to Promote Bilingual Language Learning;246
8.3.10.1;Hablame Bebe (Talk to Me, Baby);246
8.3.10.2;Language Brokering During Shared eBook Reading;247
8.3.10.3;A Digital Character to Train Parents in Dialogic Questioning;248
8.3.11;Conclusion;251
8.3.12;References;251
9;Correction to: Taking Center Stage: Infants’ Active Role In Language Learning;260
10;Index;261