Cultural differences in children’s learning from others

2014 ◽  
pp. 103-117
Keyword(s):  
Cultural Differences ◽  
Children’S Learning ◽  
Learning From Others ◽  
Children's Learning

Children’s learning from others: Conformity to unconventional counting

2019 ◽  
Vol 43 (2) ◽  
pp. 97-106
Author(s):  
Oliva Lago ◽  
Purificación Rodríguez ◽  
Ana Escudero ◽  
Cristina Dopico ◽  
Ileana Enesco
Keyword(s):  
Elementary School ◽  
Detection Task ◽  
Age Group ◽  
Time Points ◽  
Children’S Learning ◽  
Counting Rules ◽  
Learning From Others ◽  
Lasting Influence ◽  
Over Time ◽  
Children's Learning

The current study investigated whether children’s conformity to a majority testimony influenced their willingness to revise their own erroneous counting knowledge. The content of the testimonies focused on conventional rules of counting, by means of pseudoerrors (i.e., unconventional counts) occurring during a detection task. In this work measurements were taken at two different time points. At time 1 children aged 5 to 7 years ( N = 88) first made independent judgments on the correctness of unconventional counting procedures presented by means of a computerized detection task. Subsequently, they watched a video in which four teachers (unanimous majority) or three (non-unanimous majority) made correct claims about the counts and children had to decide whether the informants were right or not, and justify their answers. Our participants conformed significantly more when the correct testimony was provided by a unanimous majority than by a non-unanimous majority. In addition, in two of the three pseudoerrors presented, there was no difference in the children’s tendency to conform to unconventional counts as age increased. At time 2, which was taken to test whether the effect of the testimony was maintained over time, the responses of the 32 children (16 from each age group) who had endorsed the claims of the unanimous majority at time 1 revealed that teachers’ testimonies only had a lasting influence on elementary school children’s understanding of conventional counting rules.

scholarly journals Children’s Informant Judgments and Recall of Valenced Facts at a Science Center

2021 ◽  
Vol 12 ◽  
Author(s):  
Kimberly E. Marble ◽  
Jessica S. Caporaso ◽  
Kathleen M. Bettencourt ◽  
Janet J. Boseovski ◽  
Thanujeni Pathman ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Social Judgments ◽  
Science Center ◽  
Theoretical Frameworks ◽  
Positive Information ◽  
Neutral Information ◽  
Children’S Learning ◽  
The Moment ◽  
Learning From Others ◽  
Children's Learning

In laboratory-based research, children recognize who is an expert and demonstrate an interest in learning from that person. However, children prefer positive information in the moment and sometimes prioritize positivity over expertise. To what extent do these social judgments (e.g., a preference for positivity) relate to information that children remember? We investigated the relation between these judgments and memory at a local science center to better understand children’s learning outcomes in naturalistic settings. We examined the extent to which 4- to 8-year-olds accepted facts about an unfamiliar animal from a zookeeper informant (i.e., expert) and a maternal figure (i.e., non-expert) when these facts were positive, negative, or neutral. Children endorsed positive information as correct, regardless of expertise, but demonstrated the strongest memory for neutral information. We discuss the implications of this dissociation for learning outcomes in naturalistic contexts as well as theoretical frameworks regarding children’s learning from others.

scholarly journals Mild Hearing Loss and Aboriginal Children’s Learning

1991 ◽  
Vol 19 (1) ◽  
pp. 33-51 ◽  
Author(s):  
Damien Howard
Keyword(s):  
Hearing Loss ◽  
Cultural Differences ◽  
Learning Strategies ◽  
School Success ◽  
Teaching Styles ◽  
Aboriginal Students ◽  
Children’S Learning ◽  
Mild Hearing Loss ◽  
The Relationship ◽  
Children's Learning

ABSTRACTThe failure at school of Aboriginal students from traditional backgrounds has generally been ascribed to cultural differences. This study, however, investigated the relationship between Aboriginal children's learning and hearing loss. Aboriginal students with hearing loss were found to be different in that they used the highly verbal teacher-oriented behaviours, which were associated with school success, less than other students. There was evidence that some students with hearing loss used alternative peer-oriented learning strategies with some success. Also compensatory practises by teachers, including using Aboriginal teaching styles, appeared to assist some students with hearing loss.

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