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Artículo

Collaborative pedagogy: 3-year-olds bring pedagogical cues into alignment with analogical reasoning to extract generic knowledge

Taverna Loza, Andrea SabinaIcon ; Padilla, Migdalia IIcon ; Baiocchi, María CelesteIcon ; Peralta, Olga AliciaIcon
Fecha de publicación: 04/2020
Editorial: Instituto Superior de Psicologia Aplicada
Revista: European Journal of Psychology of Education
ISSN: 0256-2928
Idioma: Inglés
Tipo de recurso: Artículo publicado
Clasificación temática:
Psicología especial

Resumen

Although there is wide evidence on young children’s category learning, questions concerning how cognitive mechanisms and social mediation work collaboratively in this process remain sparse. Here, we study the impact of pedagogy in young children’s categorization of novel artifacts. A before-and-after micro-genetic study compared 58 3-year-old children’s performance in four learning scenarios which varied in the way category information—the artifact function—was provided: (a) in one single pedagogical demonstration, (b) in several guided pedagogical demonstrations aimed at eliciting analogies and inductions, or (c) employing analogies and inductions, but not in a guided pedagogical way. Results showed that children detected the function as the central conceptual property of the novel artifact only if the information was transmitted analogically (but not inductively) in several pedagogical demonstrations contingent with children categorization performance. These findings expand the role of pedagogy in categorization at an early age, showing that pedagogical cues act in concert with certain inferential learning mechanisms helping children extract generic knowledge.
Palabras clave: ARTIFACTS , CATEGORY KNOWLEDGE , INFERENTIAL MECHANISMS , PEDAGOGICAL CUES , YOUNG CHILDREN
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info:eu-repo/semantics/restrictedAccess Excepto donde se diga explícitamente, este item se publica bajo la siguiente descripción: Creative Commons Attribution-NonCommercial-ShareAlike 2.5 Unported (CC BY-NC-SA 2.5)
Identificadores
URI: http://hdl.handle.net/11336/177384
URL: http://link.springer.com/10.1007/s10212-020-00475-4
DOI: http://dx.doi.org/10.1007/s10212-020-00475-4
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Articulos(IRICE)
Articulos de INST.ROSARIO DE INVEST.EN CS.DE LA EDUC. (I)
Citación
Taverna Loza, Andrea Sabina; Padilla, Migdalia I; Baiocchi, María Celeste; Peralta, Olga Alicia; Collaborative pedagogy: 3-year-olds bring pedagogical cues into alignment with analogical reasoning to extract generic knowledge; Instituto Superior de Psicologia Aplicada; European Journal of Psychology of Education; 36; 2; 4-2020; 423-438
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