We are excited to invite teachers in UK’s Year 5 and 6 classrooms to take part in a short online questionnaire to understand how experience of wonder and curiosity affects their pupil’s learning and their teaching practices.
Author: Marina Bazhydai
New study on wonder in kids
Wonder and Curiosity in children
Children of 9-11 years of age (current pupils in UK Year 5 or Year 6) are invited to take part in a study on experience of wonder and curiosity. The study takes place at home via an online survey link where your child will complete measures of wonder, curiosity, creativity and personality.
Please contact us by email for participation: ActiveLearningLab@lancaster.ac.uk
Didar’s Registered Report in-principle acceptance received
We are excited to announce that Didar’s first PhD paper has received an in-principle acceptance in the journal Developmental Science to examine toddlers’ information giving in an interactive social learning paradigm. Data collection is currently under way! You can learn more about the project here: https://osf.io/tvfqg/
Karadag, D., Bazhydai, M., & Westermann, G. (Stage 1 In-Principle Acceptance; December 2021). Do toddlers preferentially transmit generalizable information? A Registered Report. Developmental Science.
Abstract
Children actively and selectively transmit information to others based on the type of information and the context during learning. Four- to 7-year-old children preferentially transmit generalizable information in teaching-like contexts. Although 2-year-old children are able to distinguish between generalizable and non-generalizable information, it is not known whether they likewise transmit generalizable information selectively. We designed a behavioral study to address this question. Two-year-old children will be presented with three novel boxes, identical except their color. In each box, one of two equally salient actions will lead to a generalizable outcome (e.g., playing a (different) tune in each box), whereas the other will lead to a non-generalizable outcome (e.g., turning on a light, vibrating the box, or making a noise). In a discovery phase, children will have a chance to discover the functions of each box presented one-by-one. Then, in an exploration phase, they will be given the opportunity to independently explore all three boxes presented together. Finally, in a transmission phase, an ignorant recipient will enter the room and ask the child to show them how these toys work. We will measure whether children will preferentially transmit either generalizable or non-generalizable information when they are asked to demonstrate the function of the toys to a naïve adult. The findings of this study will not only inform us about toddlers’ selectivity in transmitting information but also about the development of sensitivity to information generalizability.
Elena presents at The Active Child Workshop
Elena presented her theoretical and empirical research on infant curiosity at The Active Child workshop in active learning in early development held virtually this year and organised by the University of Göttingen and the Uppsala Child and Baby Lab.
Members of the lab present at LCICD 2021
Members of the Active Learning Lab presented their early-stage project posters at the The 6th Lancaster Conference on Infant and Early Child Development (LCICD 2021), taking place online this year (see also
https://twitter.com/LCICD).
Marina, Maddy and Ellie, with collaborators at Manchester University, presented: Infants’ spontaneous communicative bids for information: Secondary data analysis of longitudinal child-caregiver free play home observations at 11-30 months.
Malcolm and Marina presented: Does caregiver knowledge about child development predict domain-specific curiosity and learning outcomes?
Didar presented her first PhD study: Young children’s selectivity in teaching: Do toddlers and school age children prioritise the same type of information when they transmit information?
Elena presented her first PhD study: Exploration and exploitation in infants’ curiosity-based learning.
Furthermore, Didar and Elena served as co-chairs of this year’s LCICD! Congratulations to both on a hugely successful and well organised conference!
Psychological Review paper published: ABC of social learning
Marina Bazhydai has co-authored a theoretical paper now out in Psychological Review on the developmental origins of active social learning:
Gruber, T., Bazhydai, M., Sievers, C., Clément, F., & Dukes, D. (2021). The ABC of social learning: Affect, Behavior, and Cognition. Psychological Review. https://psycnet.apa.org/record/2021-66338-001.
In the paper, we propose an integrative A(ffect) B(ehavior) C(ognition) approach to social learning/knowledge transmission, using, among others, curiosity and social referencing as examples.
Final preprint: https://psyarxiv.com/wyhp7/
Elena presents at DevMoCon
Elena presented a theory poster about curious exploration as part of the Development in MOTION conference (DevMoCon) 2021 hosted by the Marie Curie MOTION network, entitled: “‘Until it bores me’: Learning Progress Maximization as the Reward Mechanism to solve the Exploration-Exploitation Dilemma in Infants”.
Marina presents at MK40 workshop
Marina presented a poster at the Common Knowledge, Common Ground, and Context in Communication workshop hosted by the University College London. Here is the full programme.
Marina presents at the LU Research Showcase
Marina gave a public live talk as part of the Research Showcase Series hosted by the Department of Psychology at Lancaster entitled: “I don’t know but I know who to ask”: How babies seek information from others. You can watch the talk here.
Elena presents at LU PGR conference
Elena gave a flash talk about her PhD study plan as part of the Post Graduate Research conference hosted by the Department of Psychology at Lancaster entitled: “How do infants choose what to explore next? A study plan to investigate the role of infant curiosity in solving the exploration-exploitation dilemma.” You can watch the talk here.