کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10140343 | 1646010 | 2019 | 21 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Causal learning from joint action: Collaboration helps first graders but hinders kindergartners
ترجمه فارسی عنوان
یادگیری علمی از اقدام مشترک: همکاری کمک می کند تا کلاس های اول، اما کودکداران را مانع می کند
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کلمات کلیدی
یادگیری علمی، توسعه شناختی، همکاری، اقدام مشترک، یادگیری اجتماعی، حافظه منبع،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
This study investigated whether early school-aged children's causal learning from collaborative joint action differs from their learning from their own individual action or observation. Children in a joint condition performed causal interventions with an adult on two causal systems. Children in an independent condition took turns and observed an adult perform the same interventions on one system and performed the same interventions themselves on the other system. Joint action improved first graders' (nâ¯=â¯60) causal inference compared with individual action and observation. However, joint action impaired kindergartners' (nâ¯=â¯60) inference relative to individual action and observation. These findings demonstrate that joint action, as a component of collaborative activity, can help or hinder inductive causal learning depending on features of the learner. Children's abilities to learn from collaborative joint action undergo a developmental shift during the early school years.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Experimental Child Psychology - Volume 177, January 2019, Pages 166-186
Journal: Journal of Experimental Child Psychology - Volume 177, January 2019, Pages 166-186
نویسندگان
Andrew G. Young, Martha W. Alibali, Charles W. Kalish,