TY - JOUR
T1 - Young children's talk about learning events
AU - Bartsch, Karen
AU - Horvath, Keith
AU - Estes, David
PY - 2003/4/1
Y1 - 2003/4/1
N2 - In order to understand children's conception of knowledge acquisition better, everyday uses of the terms "learn" and "teach" were examined. Longitudinal data obtained from CHILDES (MacWhinney & Snow, 1990) included 329 target term uses and related references by children (N=5, aged 2;4-7;3) and 431 by adults talking with them. Each reference was coded for mention of what was learned, when, how, and where learning occurred, who learned, and who taught/told, among other topics. Children and adults referred most frequently to what was learned and who learned/taught, and less frequently to when, how, and where learning occurred, a pattern that did not change as children aged. Consistent with earlier experimental reports, children talked mostly about their own learning, rarely mentioning sources of knowledge besides other people (e.g., teachers). Behavior learning was mentioned more than fact learning. Implications for characterizations of children's developing conceptions of knowledge acquisition, for past and future experimental research, and for education were discussed.
AB - In order to understand children's conception of knowledge acquisition better, everyday uses of the terms "learn" and "teach" were examined. Longitudinal data obtained from CHILDES (MacWhinney & Snow, 1990) included 329 target term uses and related references by children (N=5, aged 2;4-7;3) and 431 by adults talking with them. Each reference was coded for mention of what was learned, when, how, and where learning occurred, who learned, and who taught/told, among other topics. Children and adults referred most frequently to what was learned and who learned/taught, and less frequently to when, how, and where learning occurred, a pattern that did not change as children aged. Consistent with earlier experimental reports, children talked mostly about their own learning, rarely mentioning sources of knowledge besides other people (e.g., teachers). Behavior learning was mentioned more than fact learning. Implications for characterizations of children's developing conceptions of knowledge acquisition, for past and future experimental research, and for education were discussed.
KW - Knowledge acquisition
KW - Language
KW - Learning
KW - Metacognition
KW - Theory of mind
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U2 - 10.1016/S0885-2014(03)00019-4
DO - 10.1016/S0885-2014(03)00019-4
M3 - Article
AN - SCOPUS:0038182566
SN - 0885-2014
VL - 18
SP - 177
EP - 193
JO - Cognitive Development
JF - Cognitive Development
IS - 2
ER -