Do You Know What I Know? Children Use Informants’ Beliefs About Their Abilities to Calibrate Choices During Pedagogy

Models of pedagogy highlight the reciprocal reasoning underlying learner-teacher interactions, including that learners’ inferences should be shaped by what they believe a teacher knows about them. Yet, little is known about how this influences learning, despite the fact that even young children make rapid inferences about teaching from sparse data. In the current work, six- to eight-year-olds’ performance on a picture-matching game was either overestimated, underestimated, or accurately represented by a confederate (the “Teacher”), who then presented three new matching games of varying assessed difficulty (too easy, too hard, just right). A simple model of this problem predicts that while children should follow the recommendation of an accurate Teacher, learners should choose easier games when the Teacher overestimated their abilities, and harder games when she underestimated them. Results from our experiment support these predictions, providing insight into children’s ability to consider teachers’ knowledge when learning from pedagogy.

Download Full-text

The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

Journal of Child Language ◽

10.1017/s0305000910000504 ◽

2010 ◽

Vol 38 (1) ◽

pp. 41-45 ◽

Cited By ~ 4

Author(s):

MARILYN VIHMAN ◽

TAMAR KEREN-PORTNOY

Keyword(s):

Individual Differences ◽

Young Children ◽

Current Work ◽

Phonological Development ◽

Phonological Learning ◽

Production Practice ◽

The Relationship

Carol Stoel-Gammon has made a real contribution in bringing together two fields that are not generally jointly addressed. Like Stoel-Gammon, we have long focused on individual differences in phonological development (e.g. Vihman, Ferguson & Elbert, 1986; Vihman, Boysson-Bardies, Durand & Sundberg, 1994; Keren-Portnoy, Majorano & Vihman, 2008). And like her, we have been closely concerned with the relationship between lexical and phonological learning. Accordingly, we will focus our discussion on two areas covered by Stoel-Gammon (this issue) on which our current work may shed some additional light.

Download Full-text

Development of the Tip-Leakage Flow Downstream of a Planar Cascade of Turbine Blades: Vorticity Field

Volume 1: Turbomachinery ◽

10.1115/89-gt-55 ◽

1989 ◽

Cited By ~ 1

Author(s):

M. Yaras ◽

S. A. Sjolander

Keyword(s):

Simple Model ◽

Turbine Blades ◽

Leakage Flow ◽

Tip Leakage Flow ◽

Vorticity Field ◽

Trailing Edge ◽

Tip Leakage ◽

Blade Row ◽

Axisymmetric Structure ◽

Insight Into

The paper presents detailed measurements of the tip-leakage flow emerging from a planar cascade of turbine blades. Four clearances of from 1.5 to 5.5 percent of the blade chord are considered. Measurements were made at the trailing edge plane, and at two main planes 1.0 and 1.56 axial chord lengths downstream of the cascade. The results give insight into several aspects of the leakage flow including: the size and strength of the leakage vortex in relation to the size of the tip gap and the bound circulation of the blade; and the evolution of the components of vorticity as the vortex diffuses laterally downstream of the blade row. The vortex was found to have largely completed its roll-up into a nearly axisymmetric structure even at the trailing edge of the cascade. As a result, it was found that the vortex could be modelled surprisingly well with a simple model based on the diffusion of a line vortex.

Download Full-text

An earlier role for intent in children’s partner choice versus punishment

10.31234/osf.io/ufbcs ◽

2020 ◽

Author(s):

Justin Martin ◽

Kyleigh Leddy ◽

Liane Young ◽

Katherine McAuliffe

Keyword(s):

Young Children ◽

Moral Judgment ◽

Cognitive Processes ◽

Developmental Trajectories ◽

Partner Choice ◽

Moral Judgments ◽

Equal Weight ◽

Behavioral Differences ◽

The Many ◽

Insight Into

Among the many factors that influence our moral judgments, two are especially important: whether the person caused a bad outcome and whether they intended for it to happen. Notably, the weight accorded to these factors in adulthood varies by the type of judgment being made. For punishment decisions, intentions and outcomes carry relatively equal weight; for partner choice decisions (i.e., deciding whether or not to interact with someone again), intentions are weighted much more heavily. These behavioral differences in punishment and partner choice judgments may also reflect more fundamental differences in the cognitive processes supporting these decisions. Exploring how punishment and partner choice emerge in development provides important and unique insight into these processes as they emerge and mature. Here, we explore the developmental emergence of punishment and partner choice decisions in 4- to 9-year-old children. Given the importance of intentions for partner choice decisions¬–from both theoretical and empirical perspectives–we targeted the sensitivity of these two responses to others’ intentions as well as outcomes caused. Our punishment results replicate past work: young children are more focused on outcomes caused and become increasingly sensitive to intentions with age. In contrast, partner choice judgments exhibit sensitivity to intentions at an earlier age than punishment judgments, manifesting as earlier partner choice in cases of attempted violations. These results reveal distinct developmental trajectories for punishment and partner choice judgments, with implications for our understanding of the processes underlying these two responses as well as the development of moral judgment more broadly.

Download Full-text

Developmental Cascades

Developmental Cascades ◽

10.1093/oso/9780195391893.003.0005 ◽

2019 ◽

pp. 100-122

Author(s):

Lisa M. Oakes ◽

David H. Rakison

Keyword(s):

Young Children ◽

Developmental Science ◽

Development Change ◽

Insight Into ◽

Specific Learning ◽

Infants And Young Children ◽

Key Questions

This chapter describes in depth the developmental cascade framework. The authors argue that developmental scientists need to recognize how a documented change reflects or builds on other observed changes, involves mechanisms in the same and other domains, and is influenced by the specific learning infants and young children might have had, as well as their genetic make-up. Thus, it is proposed that developmental cascades underpin every aspect of development change from walking to talking to playing to thinking. In this chapter, the authors suggests that the developmental cascade approach allows scientists to gain insight into the key questions of developmental science that have largely remained unsolved and raises new questions that developmentalists should be asking about change. The focus, the authors argue, should not be about when change occurs but rather on how change is the result of a multitude of factors across a range of levels and systems in the developing child.

Download Full-text

Talking Technologically in Preschool and School: Three Case Examples

Australasian Journal of Early Childhood ◽

10.1177/183693919602100202 ◽

1996 ◽

Vol 21 (2) ◽

pp. 1-6 ◽

Cited By ~ 4

Author(s):

Marilyn Fleer

Keyword(s):

Early Childhood ◽

Young Children ◽

Technology Education ◽

Early Childhood Teacher ◽

Case Examples ◽

The Third ◽

Very Young Children ◽

First Case ◽

Insight Into

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

Download Full-text

The Perceptual Response to Treadmill Exercise Using the Eston-Parfitt Scale and Marble Dropping Task, in Children Age 7 to 8 Years

Pediatric Exercise Science ◽

10.1123/pes.23.1.36 ◽

2011 ◽

Vol 23 (1) ◽

pp. 36-48 ◽

Cited By ~ 6

Author(s):

Danielle M. Lambrick ◽

Ann V. Rowlands ◽

Roger G. Eston

Keyword(s):

Young Children ◽

Perceived Exertion ◽

Treadmill Exercise ◽

Work Rate ◽

Treadmill Running ◽

Healthy Children ◽

Ratings Of Perceived Exertion ◽

Perceptual Response ◽

Response To Exercise ◽

Insight Into

This study assessed the nature of the perceived exertion response to treadmill running in 14 healthy 7–8 year-old children, using the Eston-Parfitt (E-P) Ratings of Perceived Exertion (RPE) scale and a marble dropping task. For the E-P scale and the marble dropping task, the relationships between the RPE and work rate were best described as linear (R2 = .96) and curvilinear (R2 = .94), respectively. This study further suggests that individual respiratory-metabolic cues (oxygen uptake: O2, heart rate: HR, ventilation: V̇E) may significantly influence the overall RPE to varying degrees in young children. The E-P scale provides an intuitively meaningful and valid means of quantifying the overall perception of exertion in young, healthy children during treadmill running. The marble dropping task is a useful secondary measure of perceived exertion, which provides further insight into the nature of the perceived exertion response to exercise in young children.

Download Full-text

Interactions between lexical and phonological development: cross-linguistic and contextual considerations – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

Journal of Child Language ◽

10.1017/s0305000910000449 ◽

2010 ◽

Vol 38 (1) ◽

pp. 69-74 ◽

Cited By ~ 2

Author(s):

KATHERINE DEMUTH

Keyword(s):

Young Children ◽

Phonological Development ◽

Phonological Acquisition ◽

Additional Insight ◽

Lexical Development ◽

Linguistic Research ◽

Early Use ◽

The Relationship ◽

Insight Into ◽

Phonological System

Stoel-Gammon (this issue) provides a welcome addition to the phonological acquisition literature, bringing together insights from long-standing and more recent research to address the relationship between the developing phonological system and the developing lexicon. A growing literature on children's early use of words across languages and phonological contexts provides additional insight into the nature of the interactions between phonological and lexical development, suggesting that learners' knowledge and connection of the two may develop much earlier than often thought. This commentary highlights some of these exciting results from recent cross-linguistic research on development between the ages of 1 and 3.

Download Full-text

A MONTE CARLO SIMULATION OF MAGNETIC ORDERING IN ISING CUBIC FERROSPINELS

Journal of Theoretical and Computational Chemistry ◽

10.1142/s0219633604000969 ◽

2004 ◽

Vol 03 (02) ◽

pp. 179-188 ◽

Cited By ~ 2

Author(s):

N. STANICA ◽

F. CIMPOESU ◽

GIANINA DOBRESCU ◽

V. CHIHAIA ◽

LUMINITA PATRON ◽

...

Keyword(s):

Monte Carlo Simulation ◽

Monte Carlo ◽

Magnetic Properties ◽

Simple Model ◽

Magnetic Ordering ◽

Exchange Interactions ◽

Monte Carlo Studies ◽

Quantum Spins ◽

Type Lattice ◽

Insight Into

This work signifies the next step in our way in the magnetic properties simulation of spin clusters and extended networks containing quantum spins, by original FORTRAN codes based on Heisenberg–Dirac–VanVleck (HDVV) or Ising approaches, using Full Diagonalization Heisenberg Matrix (FDHM) or Monte Carlo–Metropolis (MCM) procedure, respectively. We present the results of magnetic Monte Carlo studies on a magnetite type lattice, Ising model ferrimagnet that provide insight into the exchange interactions involved in Cubic Ferrospinels. We have demonstrated that a comparatively simple model can reproduce ferrimagnetic behavior of ferrospinels, particularly for magnetite.

Download Full-text

Insight into health-related quality of life of young children with haemophilia B treated with long-acting nonacog beta pegol recombinant factor IX

Haemophilia ◽

10.1111/hae.13195 ◽

2017 ◽

Vol 23 (3) ◽

pp. e222-e224 ◽

Cited By ~ 5

Author(s):

M. Carcao ◽

S. Kearney ◽

E. Santagostino ◽

J. O. O. Oyesiku ◽

N. L. Young ◽

...

Keyword(s):

Quality Of Life ◽

Young Children ◽

Factor Ix ◽

Health Related Quality ◽

Related Quality ◽

Recombinant Factor Ix ◽

Health Related ◽

Long Acting ◽

Insight Into

Download Full-text

A Crystallographic Guide to the Structure of Borate Glasses

MRS Proceedings ◽

10.1557/proc-455-381 ◽

1996 ◽

Vol 455 ◽

Cited By ~ 9

Author(s):

Adrian C. Wright ◽

Natalia M. Vedishcheva ◽

Boris A. Shakhmatkin

Keyword(s):

Simple Model ◽

Glass Formation ◽

Degrees Of Freedom ◽

Borate Glasses ◽

Structural Units ◽

Torsion Angles ◽

Insight Into ◽

Internal Degrees Of Freedom ◽

Considerable Insight

ABSTRACTBorate glasses are an enigma in that there is now increasing evidence that their structures are dominated by superstructural units, which comprise well defined arrangements of the basic BO3 and BO4 structural units, with no internal degrees of freedom in the form of variable bond or torsion angles. In the present paper, it is shown that considerable insight into the structure of borate glasses can be gained from a study of the corresponding crystalline polymorphs. A simple, model is proposed to predict the fraction, x4, of 4-fold co-ordinated boron atoms in vitreous borate networks and the topological criteria for the formation of such networks are discussed, taking into account the degrees of freedom necessary for conventional glass formation.

Download Full-text