Zsoldos Rebeka Anna, Király Ildikó
Doctoral School of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.
Dev Sci. 2025 May;28(3):e70004. doi: 10.1111/desc.70004.
Pedagogy is seen as a "double-edged sword": it efficiently conveys information but may constrain the exploration of the causal structure of objects, suggesting that pedagogy and exploration are mutually exclusive learning processes. However, research on children's active involvement in concept acquisition implies that pedagogical signals could facilitate exploratory behavior, indicating a complementary relationship. To understand the link between them, we designed an object exploration task for preschool-aged children featuring between-subject conditions of pedagogical exploration or pedagogical demonstration. Our findings suggest that if the use of the toy is not demonstrated to children and they are allowed to discover the evidence independently, pedagogical signals do not restrict subsequent exploratory behavior. These results imply that pedagogy and exploration complement each other, with pedagogical signals highlighting the relevant evidence and exploratory behavior enriching knowledge by fostering learning from individual experiences.
教学法被视为一把“双刃剑”：它能有效地传递信息，但可能会限制对物体因果结构的探索，这表明教学法和探索是相互排斥的学习过程。然而，关于儿童积极参与概念习得的研究表明，教学信号可以促进探索行为，这表明两者之间存在互补关系。为了理解它们之间的联系，我们为学龄前儿童设计了一个物体探索任务，设置了教学探索或教学示范的组间条件。我们的研究结果表明，如果不向儿童展示玩具的使用方法，而是让他们独立发现证据，教学信号不会限制随后的探索行为。这些结果意味着教学法和探索相互补充，教学信号突出相关证据，而探索行为则通过促进从个人经验中学习来丰富知识。
