- Jun 2023
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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In particular, if one person is trying to teach another they should provide an informative sample, rather than a random one. So if a learner knows that they are being taught, they can assume that the sample is informative.
Although we are talking about implicit pedagogy, this brings about the necessity to be explicit by providing informative samples when teaching. This brings to mind when teachers ask random questions instead of being explicit in their questioning as it relates to the desired learning outcome.
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We don’t just want to know that children behave differently at 4 than at 3, but why they behave differently. Variability can help.
The authors claim that variability isn't just noise, but helps us understand the reasoning behind developmental behaviors, which can shed light on the causes of developmental differences in children.
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In accord with these different cultural emphases Chinese preschoolers develop theory of mind insights in a different sequence than Western children, Both groups of children understand the diversity of desires first. But Chinese children, unlike Western children consistently understand knowledge acquisition before they understand the diversity of beliefs. (Wellman, et al. 2006; Wellman, et al. 2011).
The varying theories of mind by preschoolers of different cultures, provides further evidence that epistemology plays a major role in learning, and learning differences based on culture. Meyer (2013) makes room for indigenous epistemology to move us beyond Western thought. Giving rise to more understanding on implications of culture on learning.
Meyer, M. A. (2013, April 1). Holographic epistemology: native common sense. Document - Gale Academic OneFile. https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A330802620&v=2.1&it=r&sid=AONE&asid=4d695856
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