Children's developing understanding of what and how they learn

Journal of Experimental Child Psychology
David M Sobel, Susan M Letourneau

Abstract

What do children know about learning? Children between 4 and 10 years of age were asked what they thought the word learning meant and then engaged in a structured interview about what kinds of things they learned and how they learned those things. Most of the 4- and 5-year-olds' responses to these questions indicated a lack of awareness about the nature of learning or how learning occurs. In contrast, the 8- to 10-year-olds showed a strong understanding of learning as a process and could often generate explicit metacognitive responses indicating that they understood under what circumstances learning would occur. The 6- and 7-year-olds were in a transitional stage between these two levels of understanding. We discuss the implications of this development with children's theory-of-mind development more generally.

References

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Citations

Dec 20, 2015·Journal of Experimental Child Psychology·David M Sobel, Susan M Letourneau
Oct 8, 2016·Frontiers in Psychology·Sierra Eisen, Angeline S Lillard
Jun 5, 2018·Child Development·David M Sobel, Susan M Letourneau
Feb 9, 2018·Experimental Psychology·Judith H Danovitch, Christine K Shenouda
Apr 16, 2020·PloS One·Susan M Letourneau, David M Sobel
Mar 16, 2017·Child Development·David M Sobel, Susan M Letourneau
Feb 23, 2019·The Journal of Genetic Psychology·Kimberly E Marble, Janet J Boseovski
Nov 24, 2020·Journal of Experimental Child Psychology·Maura N Snyder, Marie-Louise Mares

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