The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery

Cognition

Volumn 120, Issue 3, 2011, Pages 322-330

  Bonawitz, Elizabeth ^a   Shafto, Patrick ^b   Gweon, Hyowon ^c   Goodman, Noah D ^d   Spelke, Elizabeth ^e   Schulz, Laura ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF LOUISVILLE   (United States)

^c MASSACHUSETTS INSTITUTE OF TECHNOLOGY   (United States)

^d STANFORD UNIVERSITY   (United States)

^e HARVARD UNIVERSITY   (United States)

Author keywords

Bayesian model; Causal learning; Cognitive development; Discovery; Exploratory play; Pedagogy

Indexed keywords

ADULT; ARTICLE; CHILD; CONTROLLED CLINICAL TRIAL; EXPLORATORY BEHAVIOR; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; PEDAGOGICS; PLAY; PRESCHOOL CHILD; PRIORITY JOURNAL; TEACHING;

ALGORITHMS; BAYES THEOREM; CAUSALITY; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; EXPLORATORY BEHAVIOR; FEMALE; HUMANS; LEARNING; MALE; PLAY AND PLAYTHINGS; TEACHING;

EID: 79959801043     PISSN: 00100277     EISSN: 18737838     Source Type: Journal    
DOI: 10.1016/j.cognition.2010.10.001     Document Type: Article

References (34)

1. Akhtar N., Jipson J., Callanan M.A. Learning words through overhearing. Child Development 2001, 72:416-430.
2. Bonawitz, E.B., & Schulz, L.E. (in preparation) Balancing theories and evidence in children's exploration, explanations, and learning.
3. Bonawitz, E.B., Lim, S., & Schulz, L.E. (2007). Weighing the evidence: Children's theories of balance affect play. In Proc 29th annu conf cog sci soc (pp. 1861-1866).
4. Bruner J., Jolly A., Sylva K. Play - Its role in development and evolution 1976, Basic Books, New York.
5. Correa-Chavez M., Rogoff B. Children's attention to interactions directed at others: Guatamalan Mayan and European American patterns. Developmental Psychology 2009, 45(3):630-641.
6. Csibra G., Gergely G. Natural pedagogy. Trends in Cognitive Sciences 2009, 13(4):148-153.
7. Dean D., Kuhn D. Direct instruction vs. discovery: The long view. Science Education 2006, 91:384-397.
8. Gergely G., Bekkering H., Kiraly I. Rational imitation in preverbal infants. Nature 2002, 15(6873):755.
9. Gergely G., Király I., Egyed K. On pedagogy. Developmental Science 2007, 10:1:139-146.
10. Goodman, N.D., Baker, C.L. & Tenenbaum, J.B. (2009). Cause and intent: Social reasoning in causal learning. In Proceedings of the 31st annual conference of the cognitive science society.
11. Gweon, H., & Schulz, L. (2008). Stretching to learn: Ambiguous evidence and variability in preschoolers' exploratory play. In Proc 30th annu Conf cog sci soc (pp. 570-574).
12. Jaswal V.K., Markman E.M. Learning proper and common names in ostensive versus inferential contexts. Child Development 2001, 72:768-786.
13. Jaswal V.K., Markman E.M. The relative strengths of indirect and direct word learning. Developmental Psychology 2003, 39(4):745-760.
14. Kirschner P.A., Sweller J., Clark R.E. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 2006, 41:75-86.
15. Klahr D., Nigam M. The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science 2004, 15:661-667.
16. Koenig M., Harris P.L. Preschoolers mistrust ignorant and inaccurate speakers. Child Development 2005, 76:1261-1277.
17. Kushnir T., Wellman H.M., Gelman S.A. The role of preschoolers' social understanding in evaluating the informativeness of causal interventions. Cognition 2008, 107(3):1084-1092.
18. Lutz D.R., Keil F.C. Early understanding of the division of cognitive labor. Child Development 2002, 73:1073-1084.
19. Mayer R.E. Should there be a three strikes rule against pure discovery learning?. American Psychologist 2004, 59:14-19.
20. Mossler, Marvin, Greenberg Conceptual perspective-taking in 2- to 6-year-old children. Developmental Psychology 1976, 12:85-86.
21. Oaksford M., Chater N. A rational analysis of the selection task as optimal data selection. Psychological Review 1994, 101:608-631.
22. Papert J. Mindstorms: children, computers, and powerful ideas 1980, Basic Books, New York.
23. Piaget J. The child's conception of the world 1929, Harcort, Brace, New York.
24. Rittle-Johnson B. Promoting transfer: Effects of self-exploration and direct instruction. Child Development 2006, 77:1-15.
25. Schulz L., Bonawitz E.B. Serious fun: Preschoolers play more when evidence is confounded. Developmental Psychology 2007, 43(4):1045-1050. (July).
26. Shafto, P., & Goodman, N.D. (2008). Teaching games: Statistical sampling assumptions for pedagogical situations. In Proceedings of the 30th annual conference of the cognitive science society (pp. 1632-1637).
27. Shafto, P., Goodman, N.D., & Griffiths, T.L. (in preparation). Rational inferences in pedagogical situations.
28. Singer D.G., Golinkoff M.R., Hirsh-Pasek K. Play=Learning: How play motivates and enhances children's cognitive and social-emotional growth 2008, Oxford University Press, New York.
29. Tenenbaum, J.B. (1999). A Bayesian framework for concept learning. Ph.D. Thesis. Cambridge, MA: MIT.
30. Tomasello M., Barton M. Learning words in nonostensive contexts. Developmental Psychology 1994, 30:639-650.
31. Tomasello M., Carpenter M., Call J., Behne T., Moll H. Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences 2005, 28:675-735.
32. Topal J., Gergely G., Mikolsi A., Erdohegyi A., Csibra G. Infant perseverative errors and induced by pragmatic misinterpretation. Science 2008, 321:1831-1834.
33. Vygotsky L. Mind in society 1978, Harvard University Press, Cambridge, MA.
34. Wimmer H., Hogrefe J., Perner J. Children's understanding of informational access as a source of knowledge. Child Development 1988, 59:386-396.