Loyola University Chicago.
Child Dev. 2014 Sep-Oct;85(5):2029-45. doi: 10.1111/cdev.12252. Epub 2014 Apr 29.
The effects of parent-child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy-eight children (Mage = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative questions about exhibit objects, the physical objects themselves, both, or neither, before their exhibit visits. Dyads who received the cards engaged in more elaborative talk and joint nonverbal activities with objects in the first exhibit than those who did not. Dyads who received objects engaged in the most parent-child joint talk. Results also illustrate transfer of information across exhibits and from museum to home. Implications for understanding mechanisms of informal learning and transfer are discussed.
在两个博物馆展览和在家中记录的对话中，考察了亲子对话和物体操作对儿童学习、知识迁移和记忆的影响。78 名儿童（平均年龄=4.9）及其父母被随机分配，在参观展览前收到对话卡片，卡片内容涉及展品物体的详细问题、物体本身、两者或两者都没有。与没有收到卡片的亲子对相比，收到卡片的亲子对在第一个展览中进行了更多的详细谈话和与物体的联合非言语活动。收到物体的亲子对进行了最多的亲子联合谈话。结果还说明了跨展览和从博物馆到家庭的信息转移。讨论了对理解非正式学习和迁移机制的影响。
