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    Selective learning and teaching among Japanese and German children

    Kim, S. and Paulus, M. and Sodian, B. and Itakura, S. and Ueno, M. and Senju, Atsushi and Proust, J. (2018) Selective learning and teaching among Japanese and German children. Developmental Psychology 54 (3), pp. 536-542. ISSN 0012-1649.

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    Abstract

    Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children’s selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German children’s selective learning and teaching abilities. We found clear cultural differences. Japanese children were better at selectively teaching an ignorant person over a knowledgeable person than at selectively learning from knowledgeable others. By contrast, German children were better at choosing to learn from a knowledgeable rather than from an ignorant person than at selectively teaching ignorant others. The present findings suggest that the development of human learning and teaching, especially the tendency to take into account others' knowledge status, is strongly affected by cultural background.

    Metadata

    Item Type: Article
    Additional Information: This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
    Keyword(s) / Subject(s): Cultural learning, social learning, learning, teaching, cross-cultural
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Depositing User: Administrator
    Date Deposited: 18 Sep 2017 09:21
    Last Modified: 27 Jul 2019 18:08
    URI: http://eprints.bbk.ac.uk/id/eprint/19715

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