From Exploration to Instruction: Children Learn From Exploration and Tailor Their Demonstrations to Observers’ Goals and Competence
This study investigated whether children learn from exploration and act as effective informants by providing informative demonstrations tailored to observers’ goals and competence. Children (4.0–6.9 years, N = 98) explored a causally ambiguous toy to discover its causal structure and then demonstrat...
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| Format: | Article |
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Wiley
2019
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| Online Access: | https://hdl.handle.net/1721.1/123111 |