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  1. How to Help Young Children Ask Better Questions?Azzurra Ruggeri, Caren M. Walker, Tania Lombrozo & Alison Gopnik - 2021 - Frontiers in Psychology 11.
    In this paper, we investigate the informativeness of 4- to 6-year-old children’s questions using a combined qualitative and quantitative approach. Children were presented with a hierarchical version of the 20-questions game, in which they were given an array of objects that could be organized into three category levels based on shared features. We then tested whether it is possible to scaffold children’s question-asking abilities without extensive training. In particular, we supported children’s categorization performance by providing the object-related features needed to (...)
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  • “What makes this a wug?” Relations among children’s question asking, memory, and categorization of objects.Emma Lazaroff & Haley A. Vlach - 2022 - Frontiers in Psychology 13.
    Children ask many questions, but do not always receive answers to the questions they ask. We were interested in whether the act of generating questions, in the absence of an answer, is related to children’s later thinking. Two experiments examined whether children retain the questions they ask in working memory, and whether the type of questions asked relate to their categorization. Four to ten-year-old children were shown 12 novel objects, asked three questions about each, and did not receive answers to (...)
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  • The Multifaceted Role of Self‐Generated Question Asking in Curiosity‐Driven Learning.Kara Kedrick, Paul Schrater & Wilma Koutstaal - 2023 - Cognitive Science 47 (4):e13253.
    Curiosity motivates the search for missing information, driving learning, scientific discovery, and innovation. Yet, identifying that there is a gap in one's knowledge is itself a critical step, and may demand that one formulate a question to precisely express what is missing. Our work captures the integral role of self‐generated questions during the acquisition of new information, which we refer to as active‐curiosity‐driven learning. We tested active‐curiosity‐driven learning using our “Curiosity Question & Answer Task” paradigm, where participants (N=135) were asked (...)
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