Show simple item record

dc.contributor.authorMills, Candice M.
dc.contributor.authorSands, Kaitlin R.
dc.contributor.authorRowles, Sydney P.
dc.contributor.authorCampbell, Ian L.
dc.date.accessioned2020-06-16T20:59:22Z
dc.date.available2020-06-16T20:59:22Z
dc.date.issued2019-01
dc.identifier.issn0364-0213
dc.identifier.urihttp://dx.doi.org/10.1111/cogs.12706
dc.identifier.urihttps://hdl.handle.net/10735.1/8670
dc.descriptionDue to copyright restrictions and/or publisher's policy full text access from Treasures at UT Dallas is limited to current UTD affiliates (use the provided Link to Article).
dc.description.abstractWhen someone encounters an explanation perceived as weak, this may lead to a feeling of deprivation or tension that can be resolved by engaging in additional learning. This study examined to what extent children respond to weak explanations by seeking additional learning opportunities. Seven- to ten-year-olds (N = 81) explored questions and explanations (circular or mechanistic) about 12 animals using a novel Android tablet application. After rating the quality of an initial explanation, children could request and receive additional information or return to the main menu to choose a new animal to explore. Consistent with past research, there were both developmental and IQ-related differences in how children evaluated explanation quality. But across development, children were more likely to request additional information in response to circular explanations than mechanistic explanations. Importantly, children were also more likely to request additional information in direct response to explanations that they themselves had assigned low ratings, regardless of explanation type. In addition, there was significant variability in both children's explanation evaluation and their exploration, suggesting important directions for future research. The findings support the deprivation theory of curiosity and offer implications for education.
dc.description.sponsorshipNational Science Foundation grant DRL-1551795
dc.language.isoen
dc.publisherWiley
dc.rights©2019 Cognitive Science Society, Inc. All Rights Reserved.
dc.subjectKnowledge, Theory of, in children
dc.subjectLearning
dc.subjectMetacognition
dc.subjectExplanation
dc.subjectInformation behavior
dc.subjectScience—Study and teaching
dc.subjectCuriosity
dc.subjectExecutive functions (Neuropsychology)
dc.title"I Want to Know More!": Children are Sensitive to Explanation Quality when Exploring New Information
dc.type.genrearticle
dc.description.departmentSchool of Behavioral and Brain Sciences
dc.identifier.bibliographicCitationMills, Candice M., Kaitlin R. Sands, Sydney P. Rowles, and Ian L. Campbell. 2019. ""I Want to Know More!": Children are Sensitive to Explanation Quality when Exploring New Information." Cognitive Science 43(1): art. e12706, doi: 10.1111/cogs.12706
dc.source.journalCognitive Science
dc.identifier.volume43
dc.identifier.issue1
dc.contributor.utdAuthorMills, Candice M.
dc.contributor.utdAuthorSands, Kaitlin R.
dc.contributor.utdAuthorRowles, Sydney P.
dc.contributor.ORCID0000-0002-0820-9162 (Mills, CM)


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record