Acquisition of the concept of teaching and its relationship with theory of mind in French 3- to 6-year olds

Bensalah, Leïla; Marie, Olivier; Stefaniak, Nicolas

doi:10.1016/j.tate.2011.10.008

Cited by 13 publications

(10 citation statements)

References 33 publications

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“…Children age 3 engage in emergent teaching and do so despite their low performance on ToM tasks, as tested by classic false belief tasks and false belief tasks for teaching (Bensalah, Olivier, & Stefaniak, 2012;Davis-Unger & Carlson, 2008a, 2008bStrauss et al, 2002). As teachers, 3 1 / 2 -year-olds predominantly demonstrate how to play a game with little explanation accompanying those demonstrations.…”

Section: Developmental Reliability In Human Ontogenesismentioning

confidence: 99%

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Teaching Is a Natural Cognitive Ability for Humans

Strauss

Ziv

2012

Mind Brain and Education

130

147

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We suggest that a multidisciplinary approach to teaching has potential to widen its scope. In that vein, we revisit our original claim that teaching is a natural cognitive ability among humans. We elaborate on three requirements for such an ability and report that, first, teaching strategies may be developmentally reliable. Findings indicate a possible normative developmental trajectory from age one year through adulthood. Second, teaching seems to be species‐typical, that is, it is a universal human achievement. Third, human teaching with a theory of mind (ToM) is species‐unique. Nonhuman animals may teach without a ToM.

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Section: Developmental Reliability In Human Ontogenesismentioning

confidence: 99%

“…Children age 5 teach by explaining the game's rules, and that is accompanied by demonstrations (Bensalah et al, 2012;Davis-Unger & Carlson, 2008a, 2008bStrauss et al, 2002). Children at this age also demonstrate the way the game is played, but the dominant teaching strategy is explanation.…”

Section: Developmental Reliability In Human Ontogenesismentioning

confidence: 99%

Teaching Is a Natural Cognitive Ability for Humans

Strauss

Ziv

2012

Mind Brain and Education

130

147

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“…During preschool years, children begin to produce causal explanations both in physical and psychological domains and even “teach” their peers by demonstrating causal interventions; the quality of their explanations and interventions increases with age (Ashley & Tomasello, ; Bass et al., ; Bensalah, Olivier, & Stefaniak, ; Rhodes, Bonawitz, Shafto, Chen, & Caglar, ; Strauss, Ziv, & Stein, ; Walker, Lombrozo, Legare, & Gopnik, ; Wellman & Lagattuta, ; Wood, Wood, Ainsworth, & O'Malley, ; see Strauss et al., , for a review). By around 5 years of age, children generate different evidence to teach than to deceive (Rhodes et al., ), provide instructions that address the particular mistakes of the learner (Ronfard & Corriveau, ), prioritize transmitting information that is conventional and causally opaque (e.g., Clegg & Legare, ; Ronfard, Was, & Harris, ), and teach others what they were taught especially when they themselves had difficulty solving the problem (Ronfard et al., ).…”

mentioning

confidence: 99%

From Exploration to Instruction: Children Learn From Exploration and Tailor Their Demonstrations to Observers’ Goals and Competence

Gweon

Schulz

2018

Child Development

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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 demonstrated the toy to a naive observer. Children provided more costly and informative evidence when the observer wanted to learn about the toy than observe its effects (Experiment 1) and when the observer was ordinary than exceptionally intelligent (Experiment 2). Relative to the evidence they generated during exploration, children produced fewer, less costly actions when the observer wanted or needed less evidence. Children understand the difference between acting-to-learn and acting-to-inform; after learning from exploration, they consider others' goals and competence to provide "uninstructed instruction".

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“…Children's performance on the teaching tasks involving teacher's false beliefs correlated with their performance on the false belief task, r = 0.31, controlling for age. This result was since replicated in French children, with a correlation between teaching stories involving false belief and ToM at 0.23 (Bensalah et al, 2012 ).…”

Section: Introductionmentioning

confidence: 82%

Young Children's Understanding of Teaching and Learning and Their Theory of Mind Development: A Causal Analysis from a Cross-Cultural Perspective

Wang

Chui

2017

Front. Psychol.

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Children's understanding of the concepts of teaching and learning is closely associated with their theory of mind (ToM) ability and vital for school readiness. This study aimed to develop and validate a Preschool Teaching and Learning Comprehension Index (PTLCI) across cultures and examine the causal relationship between children's comprehension of teaching and learning and their mental state understanding. Two hundred and twelve children from 3 to 6 years of age from Hong Kong and the United States participated in study. The results suggested strong construct validity of the PTLCI, and its measurement and structural equivalence within and across cultures. ToM and PTLCI were significantly correlated with a medium effect size, even after controlling for age, and language ability. Hong Kong children outperformed their American counterparts in both ToM and PTLCI. Competing structural equation models suggested that children's performance on the PTLCI causally predicted their ToM across countries.

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Acquisition of the concept of teaching and its relationship with theory of mind in French 3- to 6-year olds

Cited by 13 publications

References 33 publications

Teaching Is a Natural Cognitive Ability for Humans

Teaching Is a Natural Cognitive Ability for Humans

From Exploration to Instruction: Children Learn From Exploration and Tailor Their Demonstrations to Observers’ Goals and Competence

Young Children's Understanding of Teaching and Learning and Their Theory of Mind Development: A Causal Analysis from a Cross-Cultural Perspective

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