Does the Public Know What Researchers Know? Perceived Task Difficulty Impacts Adults' Intuitions about Children's Early Word Learning

Autor/inn/en	Knabe, Melina L.; Schonberg, Christina C.; Vlach, Haley A.
Titel	Does the Public Know What Researchers Know? Perceived Task Difficulty Impacts Adults' Intuitions about Children's Early Word Learning
Quelle	In: Cognitive Research: Principles and Implications, 8 (2023), Artikel 45 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knabe, Melina L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41235-023-00493-y
Schlagwörter	Vocabulary Development; Task Analysis; Language Acquisition; Preschool Children; Undergraduate Students; Student Attitudes; Learning Processes; Difficulty Level; Intuition; Parent Attitudes; Speech Language Pathology; Allied Health Personnel; Self Esteem; Cognitive Development; Scientific Research; Adults; Knowledge Level + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Aufgabenanalyse; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülerverhalten; Learning process; Lernprozess; Schwierigkeitsgrad; Elternverhalten; Self-esteem; Selbstaufmerksamkeit; Kognitive Entwicklung; Wissensbasis
Abstract	The present study examined adults' understanding of children's early word learning. Undergraduates, non-parents, parents, and Speech-Language Pathologists (N = 535, 74% female, 56% White) completed a survey with 11 word learning principles from the perspective of a preschooler. Questions tested key principles from early word learning research. For each question, participants were prompted to select an answer based on the perspective of a preschooler. Adults demonstrated aligned intuitions for all principles except those derived from domain-general theories, regardless of experience with language development (Experiment 1). Experiment 2 revealed that perceived difficulty of a task for a preschooler impacted adults' reasoning about word learning processes. Experiment 3 ruled out level of confidence and interest as mechanisms to explain the results. These results highlight disconnects in knowledge between the cognitive development research community and the general public. Therefore, efforts must be made to communicate scientific findings to the broader non-academic community, emphasizing children's ability to excel at word learning in the face of task difficulty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01