Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence.
about
Children's sensitivity to the knowledge expressed in pedagogical and nonpedagogical contextsGroups' actions trump injunctive reaction in an incidental observation by young children.Learning about causes from people: observational causal learning in 24-month-old infantsObject affordances tune observers' prior expectations about tool-use behaviors.Cultural variation in the use of overimitation by the Aka and Ngandu of the Congo Basin.The power of possibility: causal learning, counterfactual reasoning, and pretend playDo Children Copy an Expert or a Majority? Examining Selective Learning in Instrumental and Normative Contexts.Reconstructing constructivism: causal models, Bayesian learning mechanisms, and the theory theoryScientific thinking in young children: theoretical advances, empirical research, and policy implications.Putting education in "educational" apps: lessons from the science of learning.Bayesian models of child development.Where culture takes hold: "overimitation" and its flexible deployment in Western, Aboriginal, and Bushmen children.Imitation as a mechanism in cognitive development: a cross-cultural investigation of 4-year-old children's rule learning.Learning From Others: The Consequences of Psychological Reasoning for Human Learning.Cumulative cultural learning: Development and diversity.Changes in cognitive flexibility and hypothesis search across human life history from childhood to adolescence to adulthood.Darwinism and cultural change.Using virtual robot-mediated play activities to assess cognitive skills.Propensity to imitate in autism is not modulated by the model's gaze direction: an eye-tracking study.Young children use pedagogical cues to modulate the strength of normative inferences.Avoiding frostbite: It helps to learn from others.Pedagogical cues encourage toddlers' transmission of recently demonstrated functions to unfamiliar adults.Infants use social context to bind actions into a collaborative sequence.Gaze Following Is Not Dependent on Ostensive Cues: A Critical Test of Natural Pedagogy.Pedagogical Questions in Parent-Child Conversations.Causal inference and the hierarchical structure of experience.Predictive social perception: Towards a unifying framework from action observation to person knowledge
P2860
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P2860
Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年学术文章
@wuu
2011年学术文章
@zh
2011年学术文章
@zh-cn
2011年学术文章
@zh-hans
2011年学术文章
@zh-my
2011年学术文章
@zh-sg
2011年學術文章
@yue
2011年學術文章
@zh-hant
name
Children's imitation of causal ...... ical and pedagogical evidence.
@en
Children's imitation of causal ...... ical and pedagogical evidence.
@nl
type
label
Children's imitation of causal ...... ical and pedagogical evidence.
@en
Children's imitation of causal ...... ical and pedagogical evidence.
@nl
prefLabel
Children's imitation of causal ...... ical and pedagogical evidence.
@en
Children's imitation of causal ...... ical and pedagogical evidence.
@nl
P50
P1433
P1476
Children's imitation of causal ...... ical and pedagogical evidence.
@en
P2093
Patrick Shafto
P304
P356
10.1016/J.COGNITION.2010.12.001
P577
2011-02-19T00:00:00Z