Complex Information Processing

Klahr, David; Kotovsky, Kenneth

doi:10.4324/9780203761618

Cited by 86 publications

(1 citation statement)

References 23 publications

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“…The push to promote STEM education has set in motion widespread reforms in the way that science is taught in schools (e.g., National Research Council, 2013). Substantial research effort has also been invested in characterizing the development of scientific literacy and interests throughout grade-school (Alexander, Johnson, & Kelley, 2012; Bathgate, Schunn, & Correnti, 2014), and identifying aspects of experience inside and outside the school that help shape that developmental course for individual children (e.g., Dunbar & Klahr, 1989; Erdosne Toth, Klahr, & Chen, 2000; Kuhn et al, 1988; Meyer, Wardrop, & Hastings, 1992; Zimmerman, 2000).…”

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confidence: 99%

Parents’ causal talk: Links to children’s causal stance and emerging scientific literacy.

Booth¹,

Shavlik²,

Haden³

2020

Developmental Psychology

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To explore the potential contribution of parents' causal talk to preschooler's emerging scientific literacy and related interests, we observed 153 parent-child dyads playing together in a museum and in the lab. As in previous work, the frequency with which parents referenced causal information in their speech predicted the strength of their children's causal stance. In addition, the frequency with which parents invited their children to explain causal phenomena, but not the frequency with which they provided explanations to their children, was related to children's scientific literacy. These associations held even when controlling for children's parent-reported exposure to science in the home, as well as their general cognitive skills. Although causal conclusions are precluded by the correlational design, this research is consistent with the possibility that parents begin shaping their children's scientific engagement and literacy when they are as young as three years of age.

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mentioning

confidence: 99%

Parents’ causal talk: Links to children’s causal stance and emerging scientific literacy.

Booth¹,

Shavlik²,

Haden³

2020

Developmental Psychology

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Schmid

2024

Ars Digitalis

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Learning from design experience in an agent-based design system

2004

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Abstract.A simple learning mechanism was added to an agent-based computational design system to see if it could then transfer knowledge across problems. An existing system, A-Design, was enhanced by giving it the ability to store useful design knowledge in a memory store so that this knowledge could be used in new design problems. Three electromechanical design problems were used to evaluate this new learning mechanism, and results indicate that this simple learning mechanism is successful at transferring design knowledge to new problems with some limitations.

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Complex Information Processing

Cited by 86 publications

References 23 publications

Parents’ causal talk: Links to children’s causal stance and emerging scientific literacy.

Parents’ causal talk: Links to children’s causal stance and emerging scientific literacy.

Suche im Problemraum

Learning from design experience in an agent-based design system

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