Zobrazeno 1 - 10
of 41
pro vyhledávání: '"Candice M. Mills"'
Autor:
Victoria N. Mugambi, Judith H. Danovitch, Kaitlin R. Sands, Candice M. Mills, Candice Pattisapu Fox
Publikováno v:
Child Development. 93:326-340
Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; Mage = 38;
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::37a6f53d75345418fc2662d3432bcd4f
https://doi.org/10.1111/cdev.13681
https://doi.org/10.1111/cdev.13681
Publikováno v:
Mind, Brain, and Education. 15:67-76
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::053516e66282da9e8ecf4a2b929d6172
https://doi.org/10.1111/mbe.12263
https://doi.org/10.1111/mbe.12263
Autor:
Karen E. Adolph, Samuel A. Mehr, Joshua B. Tenenbaum, Kimberly Scott, Elizabeth Bonawitz, Elika Bergelson, Candice M. Mills, Laura Schulz, Michael C. Frank, Julian Jara-Ettinger, Mark Sheskin, Elizabeth S. Spelke, Marjorie Rhodes, Hyowon Gweon, Frank C. Keil, Li Fei-Fei
Publikováno v:
Trends in Cognitive Sciences
We propose that developmental cognitive science should invest in an online CRADLE, a Collaboration for Reproducible and Distributed Large-Scale Experiments that crowdsources data from families participating on the internet. Here, we discuss how the f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d225056342a64fb471be3e1fd7a28f1c
https://doi.org/10.1016/j.tics.2020.06.004
https://doi.org/10.1016/j.tics.2020.06.004
Autor:
Candice M. Mills, Judith H. Danovitch, Victoria N. Mugambi, Kaitlin R. Sands, Anthony J. Monroe
Publikováno v:
Developmental psychology. 58(3)
When children ask questions about science, parents use a variety of strategies to answer them, including providing accurate information, connecting to prior knowledge, or simply saying "I do not know." This study examines the factors underlying indiv
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::893fea212d24d1e8e384a1ff36530b36
https://pubmed.ncbi.nlm.nih.gov/34928632
https://pubmed.ncbi.nlm.nih.gov/34928632
Autor:
Fadwa B Elashi, Candice M Mills
Publikováno v:
PLoS ONE, Vol 10, Iss 11, p e0141809 (2015)
Two experiments with eighty-eight 7- to 10-year-olds examined the bias blind spot in children. Both younger and older children rated themselves as less likely than a specific other (Experiment 1) or an average child (Experiment 2) to commit various b
Externí odkaz:
https://doaj.org/article/496babd59800437a90991c483fc0620b
Publikováno v:
Cognitive psychology. 130
Children rely on others’ explanations to learn scientific concepts, yet sometimes the explanations they receive are incomplete. Three studies explore how receiving incomplete or complete explanations influences children’s subsequent interest and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::757982d9a75b1b2a72b37bf6dccc2e5b
https://pubmed.ncbi.nlm.nih.gov/34425315
https://pubmed.ncbi.nlm.nih.gov/34425315
Autor:
Candice M. Mills, Kaitlin R. Sands
Publikováno v:
The Questioning Child
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bc423f26a45ee7938435f8db2df8dfab
https://doi.org/10.1017/9781108553803.008
https://doi.org/10.1017/9781108553803.008
Autor:
Sydney P. Rowles, Candice M. Mills
Publikováno v:
Cognitive Development. 48:19-31
The current studies examine whether children can selectively seek help from more competent others to solve simple problems. Across two experiments, 4- and 5-year-old children watched two adults demonstrate using a toy: one adult appeared competent bu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d5934eb4e04fa13fe19fb9c63f28db1
https://doi.org/10.1016/j.cogdev.2018.06.006
https://doi.org/10.1016/j.cogdev.2018.06.006
Publikováno v:
Psychonomic Bulletin & Review
These studies explore elementary-school-aged children’s ability to evaluate circular explanations and whether they respond to receiving weak explanations by expressing interest in additional learning. In the first study, 6-, 8-, and 10-year-olds (n
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0cc3c68154dda75c70129c6a38c638a2
https://doi.org/10.3758/s13423-016-1195-2
https://doi.org/10.3758/s13423-016-1195-2
Autor:
Ravit Golan Duncan, Judith H. Danovitch, Candice M. Mills, Lauren N. Girouard, Allison J. Williams
Publikováno v:
Cognitive Development. 58:101017
Identifying relevant evidence is necessary to evaluate scientific claims. Two studies explore how children ages 7–10 (n = 98) judge the relevance of different types of observations for evaluating the accuracy of a causal explanation, and how their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3ce68a2e8b2e95947a2a15e4d1dbfb43
https://doi.org/10.1016/j.cogdev.2021.101017
https://doi.org/10.1016/j.cogdev.2021.101017