Preschoolers' Search for Explanatory Information Within Adult-ChildConversation.

Explanation;Conversation;Preschool;Questions;Causal Reasoning;Parent-child Interactions;Psychology;Social Sciences;Psychology

Frazier, Brandy N.Palincsar, Annemarie Sullivan ;

University of Michigan

关键词: Explanation;    Conversation;    Preschool;    Questions;    Causal Reasoning;    Parent-child Interactions;    Psychology;    Social Sciences;    Psychology;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/57690/frazierb_1.pdf?sequence=2&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

Explanatory understanding allows us to predict and make sense of events and outcomes in our environment.This research examined young children’s questions and the reactions to the answers they receive within the context of adult-child conversation, to explore the active role that children play in successfully obtaining explanatory information.Study 1 examined adult-child conversations following preschoolers’ causal questions recorded in naturalistic situations (using the CHILDES database).If children actively seek explanatory knowledge, they should react differently depending on whether or not they have received a causal explanation from their adult conversational partner.This pattern was present in the results: when preschool-aged children received an explanation to their questions, they seemed satisfied (evidenced by their agreement), or were motivated to pursue new information on the same topic (by asking a follow-up question).In contrast, when children did not receive an explanation, they persisted in re-asking for this information or in suggesting their own explanation.Study 2 replicated these patterns of child responses within an experimental format.A set of surprising, question-provoking pictures, objects, storybooks, and videos were used to prompt participants’ inquiries, and an adult researcher responded with scripted explanations and non-explanations to see if children would react differently to these two types of answers.This study confirmed results from Study 1; children were more likely to agree and ask follow-up questions following explanations and, conversely, were more likely to re-ask their original question and provide their own explanation following non-explanations.Studies 3 and 4 explored how the amount of detail present in an explanation affects adults’ and children’s satisfaction with the explanations they receive.I compared adults’ and children’s reactions to and recall of 3 levels of explanation with low, moderate, and high levels of detail.Results revealed that both children and adults found explanations with a moderate level of detail to be the most satisfying and memorable.This research demonstrates that examining conversational exchanges and specifically looking at children’s reactions to responses to their questions provides fruitful insight into not only the intention behind their initial inquiry, but also how children evaluate the content of the answer they receive.