How Children Learn From Others: An Analysis of Selective Word Learning

• David M. Sobel ^[1] ; Zoe Finiasz ^[2]
  1. [1] Brown University

     Brown University

     City of Providence, Estados Unidos

     
  2. [2] Cornell University

     Cornell University

     City of Ithaca, Estados Unidos

     
• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 6, 2020, págs. 1134-1161
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • One way children are remarkable learners is that they learn from others. Critically, children are selective whenassessing from whom to learn, particularly in the domain of word learning. We conducted an analysis of chil-dren’s selective word learning, reviewing 63 papers on 6,525 participants. Children’s ability to engage in selec-tive word learning appeared to be present in the youngest samples surveyed. Their more metacognitiveunderstanding that epistemic competence indicates reliability or that others are good sources of knowledgehas more of a developmental trajectory. We also found that various methodological factors used to assess chil-dren influence performance. We conclude with a synthesis of theoretical accounts of how children learn fromothers.