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dc.contributor.authorBonawitz, Elizabeth
dc.contributor.authorShafto, Patrick
dc.contributor.authorGweon, Hyowon
dc.contributor.authorGoodman, Noah D.
dc.contributor.authorSpelke, Elizabeth S.
dc.contributor.authorSchulz, Laura
dc.date.accessioned2013-02-05T20:41:17Z
dc.date.issued2011
dc.identifier.citationBonawitz, Elizabeth, Patrick Shafto, Hyowon Gweon, Noah D. Goodman, Elizabeth Spelke, and Laura Schulz. 2011. The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition 120(3): 322-330.en_US
dc.identifier.issn0010-0277en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:10265480
dc.description.abstractMotivated by computational analyses, we look at how teaching affects exploration and discovery. In Experiment 1, we investigated children’s exploratory play after an adult pedagogically demonstrated a function of a toy, after an interrupted pedagogical demonstration, after a naïve adult demonstrated the function, and at baseline. Preschoolers in the pedagogical condition focused almost exclusively on the target function; by contrast, children in the other conditions explored broadly. In Experiment 2, we show that children restrict their exploration both after direct instruction to themselves and after overhearing direct instruction given to another child; they do not show this constraint after observing direct instruction given to an adult or after observing a non-pedagogical intentional action. We discuss these findings as the result of rational inductive biases. In pedagogical contexts, a teacher’s failure to provide evidence for additional functions provides evidence for their absence; such contexts generalize from child to child (because children are likely to have comparable states of knowledge) but not from adult to child. Thus, pedagogy promotes efficient learning but at a cost: children are less likely to perform potentially irrelevant actions but also less likely to discover novel information.en_US
dc.description.sponsorshipPsychologyen_US
dc.language.isoen_USen_US
dc.publisherElsevieren_US
dc.relation.isversionofdoi:10.1016/j.cognition.2010.10.001en_US
dc.relation.hasversionhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC3369499/en_US
dash.licenseOAP
dc.subjectBayesian modelen_US
dc.subjectexploratory playen_US
dc.subjectdiscoveryen_US
dc.subjectcausal learningen_US
dc.subjectcognitive developmenten_US
dc.titleThe Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discoveryen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalCognitionen_US
dash.depositing.authorSpelke, Elizabeth S.
dc.date.available2013-02-05T20:41:17Z
dc.identifier.doi10.1016/j.cognition.2010.10.001*
dash.contributor.affiliatedSpelke, Elizabeth


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